ECVision. A European Glossary of Supervision and Coaching

Funded by the European Commission

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ECVision.

A European Glossary

of Supervision and Coaching


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ECVision. A European Glossary of Supervision and Coaching

This product has been funded with support from the European

Commission.

This publication reflects the views only of the authors, and the Commission

cannot be held responsible for any use which may be made of the information

contained therein.

This Glossary was produced in the framework of the LEONARDO –

Development of Innovation Project „ECVision. A European System of

Comparability and Validation of Supervisory Competences” (527220-LLP-AT-

LEONARDO-LMP).

The content of this Glossary is the result of the common work of the ECVision

partners Die Wiener Volkshochschulen GmbH (Austria), Association of

National Organizations for Supervision in Europe (ANSE), The Council of

European Professional and Managerial Staff (EUROCADRES), TOPS München-

Berlin e.V. (Germany), University of Gothenburg (Sweden), University of

Zagreb (Croatia), CoachKwadraat (The Netherlands).

Authors:

Marina Ajdukovic

Lilja Cajvert

Michaela Judy

Wolfgang Knopf

Hubert Kuhn

Krisztina Madai

Mieke Voogd

Editor and Media Owner: Die Wiener Volkshochschulen GmbH, Lustkandlgasse 50, A – 1090 Wien;

CEO: Mario Rieder; Project Coordinator: Michaela Judy


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Content Overview

Preamble .................................................................................... 8

The Making-of the Glossary ........................................................... 13

Supervision – Scope of Concept ....................................................... 16

1. Supervision as a counseling profession ............................................... 16

1.1. Supervision for work with clients ......................................................... 17

1.2. Educational Supervision for trainees in professional training courses .. 17

1.3. Supervision as improvement of professional functioning ..................... 18

1.4. Organization supervision ..................................................................... 18

2. Supervision as a managerial function ................................................... 18

Coaching – Scope of Concept ......................................................... 19

Stakeholders ............................................................................... 20

1. Clients ................................................................................................. 20

2. Contractual partner ............................................................................. 20

3. National Organization .......................................................................... 21

4. Supervisees / Coachees ...................................................................... 21

5. Supervisor / Coach .............................................................................. 22

6. Training Provider ................................................................................ 22


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Core qualities ............................................................................. 23

1. Ambiguity Tolerance ........................................................................... 23

2. Change ................................................................................................ 24

3. Communication ................................................................................... 24

4. Context awareness .............................................................................. 25

5. Contracting ......................................................................................... 25

6. Empathy .............................................................................................. 26

7. Ethics / Values ..................................................................................... 26

8. Experience Orientation ....................................................................... 26

9. Function and Role ................................................................................ 27

10. Goal and Need Orientation .................................................................. 27

11. Integration of Theory and Practice ....................................................... 28

12. Interactive Process .............................................................................. 28

13. Leadership and Management .............................................................. 28

14. Learning Process ................................................................................. 29

15. Organization ........................................................................................ 30

16. Performance ........................................................................................ 30

17. Professional Exploration ...................................................................... 30

18. Reciprocity .......................................................................................... 31

19. Reflection ............................................................................................ 31

20. Resource Orientation ........................................................................... 32

21. Responsibility and Accountability ........................................................ 32


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Types ........................................................................................ 33

1. Business Coaching ............................................................................... 33

2. Career Coaching ................................................................................. 33

3. Case Supervision ................................................................................. 34

4. Clinical Supervision ............................................................................. 35

5. Coaching Supervision / Coach the Coach ............................................ 35

6. Educational Supervision / Educational Coaching ................................. 36

7. Group Supervision / Group Coaching ................................................. 37

8. Internal / External Supervision / Coaching .......................................... 38

9. Intervision / Peer Coaching ................................................................. 38

10. Leadership Supervision / Leadership Coaching .................................. 39

11. Meta-Supervision ................................................................................. 40

12. Organizational Supervision / Organizational Coaching ....................... 40

13. Team Supervision / Team Coaching .................................................... 42

Settings ...................................................................................... 43

1. Face to Face......................................................................................... 43

2. Group .................................................................................................. 43

3. Organization ........................................................................................ 43

4. Remote / Online / New Media / Telephone .......................................... 44

5. Single .................................................................................................. 44

6. Team ................................................................................................... 44


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Methods ..................................................................................... 45

1. Building a Stable Working Relationship ............................................... 45

2. Contracting ......................................................................................... 45

3. Dialogue .............................................................................................. 46

4. Evaluation of Process ........................................................................... 46

5. Expanding Theoretical Knowledge ...................................................... 47

6. Feedback ............................................................................................ 47

7. Focusing Problems .............................................................................. 48

8. Measurement of Effects........................................................................ 48

9. Meta-Communication .......................................................................... 49

10. Meta-Reflection ................................................................................... 49

11. Moderating the Process ....................................................................... 49

12. Reflecting ............................................................................................ 50

13. The Use of Empathy ............................................................................. 50

14. The Use of Group Process ................................................................... 51

15. The Use of Hypothesis ......................................................................... 51

Outcomes ................................................................................... 52

1. Better Professional Performance .......................................................... 52

2. Clarification of Roles and Functions in Organizations ........................... 52

3. Effective Handling of Conflictual Tensions and Contradictions ............ 53

4. Learning .............................................................................................. 53

5. New Insights ........................................................................................ 54

6. Organizational Benefits ........................................................................ 54

7. Prevention and Reduction of Stress ...................................................... 55

8. Professional Development ................................................................... 55

9. Quality Management ........................................................................... 55

10. Self Awareness .................................................................................... 56

11. Wellbeing / Health .............................................................................. 56


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Reference list .............................................................................. 57

The Project Team – Biographies ..................................................... 67

An Overview of the History of Supervision and Coaching .................... 74

ANSE – History and Goals ............................................................................ 75

Supervision and Coaching in Austria ........................................................... 77

Supervision and Coaching in Croatia .......................................................... 81

Supervision and Coaching in Germany ....................................................... 87

Supervision and Coaching in Hungary ........................................................ 92

Supervision and Coaching in the Netherlands ............................................. 97

Supervision and Coaching in Sweden ....................................................... 102


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Preamble

The main challenge in today`s working environment is the continuous change

of conditions and tasks and its increasing complexity in society. More and more,

efficient cooperation is subject to professional communication: if people don’t

communicate effectively with one another, a lack of commitment and reliability

would confuse working relationships and working processes, the goals would

be missed.

Therefore, the increasing attention and importance of supervision, coaching

and other formats of consulting have become a priority in the world of work. By

now, consulting covers a market with an enormous sales volume in Europe

(FEACO refers to € 88 billion in 2008).

The markets for counseling in the professional and organizational context of a

company are manifold, yet there is little common basis of terminology. Until

now, supervision and coaching - mainly freelance professions - lack a common

and consistent way of describing skills and competences on a European level.

There are national and European professional counseling associations such as:

the Association of National Organizations for Supervision in Europe

(ANSE; http://www.anse.eu)

the European Association for Supervision and Coaching in Europe

(EASC; http://www.easc-online.eu/),

the International Coach Federation (ICF;

http://www.coachfederation.at/),

the European Mentoring and Coaching Council (EMCC;

http://www.emccouncil.org/).

http://www.anse.eu/

http://www.easc-online.eu/

http://www.coachfederation.at/

http://www.emccouncil.org/


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These associations have set standards for vocational education and training of

supervisors and/ or coaches. Their standards define the minimal formal criteria

of how to become a supervisor or coach. The regulations for membership and

accreditation provide orientation although they differ in focus and scope.

Despite the policies of these big European professional counseling

associations, there is no collective frame of comparability for supervision and

coaching.

The terms supervision and coaching indicate formats of counseling to serve the

professional development of persons, teams, and organizations. The different

approaches and methods often overlap; sometimes, they are even identical. The

terminology used is fluid and often changes or shifts. The decision to use the

term supervision or coaching refers to both different histories of development

and key aspects of activities in the field. It may also relate to different “schools”

which have been training supervisors or even relate to long-term national or

institutional traditions.

The present glossary aims at providing orientation and a mainstream

description of how today`s professional discourses in Europe use both these

terms. In addition, it offers descriptions of related terms and explains the

different forms of comprehension and the perspectives that were available in

the field.

This glossary provides a structure that is to be continued as permanent work in

progress: structured enough to serve as a basis for a common terminology and

flexible enough to be adapted to new conditions within the fast changing of our

field which has been investigated and researched.

The glossary does not aim at harmonization of the various prevalent definitions

and approaches. But it does aim at the transparency and comparability of

different considerations, tasks and responsibilities and of professional

standards.


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There is a strong need for the latter due to a higher degree of professional

mobility and activities, which nowadays go beyond borders of countries and

mother tongues.

The comparability in this glossary emerges from the transparent descriptions

of core qualities, types and settings, methods, outcomes, and stakeholders in

the field of counseling.

This glossary does not provide an outline of the very many formats of

counseling, consulting, and training. While the structure of the glossary may

serve as a model for other formats, too, this task will have to be an issue of

further research. The project members have strictly only dealt with supervision

and coaching.

The following graph shows how supervision and coaching is embedded in the

bigger picture of counseling and consulting.


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The project team members did not refer to specific counseling theories in the

glossary. Supervision and coaching intervene at the point of intersection, where

human beings interact in their specific functional and social roles and their

working environments.

Supervision and coaching aim at facilitating individual and organizational

changes or at releasing tension or conflicts in daily work. To do so, supervision

and coaching also refer to different theoretical orientations. Supervisors and

coaches mainly follow humanistic, psychodynamic and systemic approaches,

by creatively integrating methods and the core qualities of professional

counselling.

This glossary was created and compiled by the project team of the LEONARDO-

Project ECVision. The team: Marina Ajdukovic (Croatia), Lilja Cajvert (Sweden),

Michaela Judy (Austria), Wolfgang Knopf (EU/ Austria), Hubert Kuhn

(Germany), Krisztina Madai (Hungary), and Mieke Voogd (The Netherlands).

The project team represents a purposeful sample of competent members,

chosen according to the criteria of experience as a supervisor/ coach and their

research work and publications concerning these issues; their institutional

integration into European and national professional politics and policy was also

a very important factor. The team consists of representatives of two private and

two university training providers for Supervision, and they are representatives

of methodological and societal diversity.

To gain some deeper insight into this diversity, the esteemed reader will find

historical outlines of the developments of the two professions in the project

countries in the Annex, alongside with/ accompanied by short biographies of

the project members. Additionally, there is an overview of the legal framework

for supervision and coaching in the ANSE member countries.


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Furthermore, ten experts provided professional feedback on the glossary:

Guido Baumgartner (CH)

Hans Björkman (SE)

Elisabeth Brugger (AT)

Susanne Ehmer (DE/ AT)

Erik de Haan (UK/ NL)

Tone Haugs, (NO),

Louis van Kessel (NL)

Helga Messel (SE)

Heidi Möller(DE)

Heidemarie Müller-Riedlhuber (AT)

These experts supported the glossary by critical reading and a wider range of

perspectives.

Summing up: the authors of this work want to place practice and theory

transparently and comparably at the disposal of the professional community of

supervisors and coaches and give new momentum to the improvement of theory

and practice in the field.

Beyond that, the authors are convinced that organizations as well as individuals

assigning or undertaking supervision or coaching will find this glossary useful,

helpful, and beneficial.

If so, then it was worth doing the job!


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The Making-of the Glossary

To create the glossary, the project team had four meetings of three days each

in Vienna (November 2012), Gothenburg (March 2013), Munich (June 2013),

and Vienna (November 2013).

Following a recommendation of Heidemarie Müller-Riedlhuber who was the

project coordinator of DISCO (”Dictionary of Skills and Competences,

www.disco-tool.eu), we first of all defined the domain of the glossary:

“counselling the interaction between individuals, work and organization”.

Within this domain, we focussed on supervision and coaching. The glossary is

not only a dictionary but also an outline of the European diversity of supervision

and coaching. The main goal of the glossary is to step forward in the

development of a competence profile for supervision and coaching.

Initially, we based the contents of this glossary on a research of the literature

available concerning supervision and coaching in Sweden, Germany, Austria,

Hungary, Croatia, and the Netherlands. Each project team member focussed on

relevant books, articles, and research reports used in the participating

institutions and at those universities and colleges in the countries providing

training in supervision and / or coaching. We also collected relevant terms

which are characteristic for supervision and coaching. Some listed terms we

excluded after discussing them because they did not seem appropriate

according our domain.

This basic material was circulated among the project team members and then

considered in different work processes, comprising individual work, email

correspondence and group negotiations.


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At the second meeting certain terms were selected as relevant according to the

definitions used in each country. We discussed and agreed upon the following

main categories to describe supervision and coaching: stakeholders, core

qualities, types, settings, methods and outcomes. Finally we agreed to describe

in more detail the selected terms by using the previously identified main

literature in their respective countries. If a concept or term was not defined, it

was left open for further discussion.

At the third meeting we were strongly confronted with our different perceptions

and comprehension of words and concepts, partly caused by the different

national backgrounds, partly by the fields of activity. In the end, a common

description of supervision and coaching was created, including a few deviating

opinions. The basic characteristics of professional work in supervision and

coaching we called “core qualities”. Sometimes, the descriptions were quite

similar, and sometimes, different approaches were discovered and described.

The completed glossary draft was then sent to the experts of the project to be

reflected and commented. After that, the project coordinator compiled

everything in one single document which was considered and negotiated at the

fourth meeting in Vienna. In sub-groups we revised and amended the glossary

according to the relevant and important objections. It was crosschecked again

by all of us, and a few more discussions concerning some details were carried

out by e-mail.

The final steps involved the editing of the English language by a translator and

the design of the glossary. In January 2014, the glossary was published for the

first time on the ECVision website (www.anse.eu/ecvision).


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“Getting involved”

In February 2014, the two-day conference “Getting involved! A Common

Terminology for Supervision and Coaching in Europe“ was organized by our

project partner EUROCADRES, the Council of European Professional and

Managerial Staff.

There were 58 participants present, consisting of experts, the steering

committee, the project team, participants of organisations of the consortium,

board members of the national associations, and members of organisations for

training of coaches and supervisors. All participants received the glossary in

printed form. The programme aimed at enlarging the involvement and

commitment of the participants.

The conference provided lectures to put the reception of the glossary in a wider

framework (e.g., ethics, professional card, European policy on mobility and

lifelong learning), workshops on policy aspects, educational aspects, and

practical aspects and an expert’s panel.

These were some of the most important feedbacks of the conference

participants:

The glossary mirrors the diversity within the European perspective: but

you cannot satisfy completely all specific stakeholders in the different

countries. A compromise on the main points is fine, and let us enjoy

diversity.

Keep the customers and the organisations we work for in mind.

Sharpen the terms and descriptions.

Good atmosphere, positive and important discussions, now let us go on.

Finally, it became evident that the creation of the glossary was vital for the

progress of the next ECVision-product, the “competence matrix”.


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Supervision – Scope of Concept

These descriptions aim at giving an overview over the mainstream concepts of

supervision in Europe today. This glossary covers the definitions given under 1

(1.1 – 1.4.).

1. Supervision as a counseling profession focuses on the interaction

of persons, professional tasks and organizations

Supervision provides ample space and time to reflect professional

functioning in complex situations.

Supervision primarily serves the development of individuals, teams and

organizations. It improves the professional lives of individuals and teams with

regard to their roles in an institutional context. It also focuses on ensuring and

developing the quality of communication among staff members and methods

of cooperation in various working contexts.

Additionally, supervision offers support in different reflection and decision

making processes and in challenging and demanding professional situations

and conflicts. It supports clarification and the processing of tasks, functions

and roles. It assists in the handling of processes of change, in finding

innovative solutions for new challenges and measures to combat mobbing

and burnout.

The following differentiations refer to different foci of supervision.


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1.1. Supervision for work with clients

Supervision provides a reflective space to professionals (who work with

clients, e.g. social workers, therapists in psychosocial work fields) to serve

the assurance and development of the quality of their professional attitude

and performance. The focus is on the supervisees’ clients and on how the

supervisees work with their clients.

This approach often – but not necessarily - means that the supervisor is an

experienced practitioner in the work field s/he supervises.

1.2. Educational Supervision for trainees in professional

training courses

The key component of this kind of supervision is part of the development of

professional competences in training programs. It serves the integration of

knowledge, skills and values / attitudes the trainees have acquired during

their professional training. It is necessarily related to a specific curriculum of

a training provider. It focuses on learning to master specific methods, skills

or approaches to the expected outcome of developing competences of

professionals in a particular method or approach. The supervisor, therefore,

should be an experienced practitioner of that same method or approach.


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1.3. Supervision as improvement of professional

functioning

Supervision focuses on the improvement of individuals, teams and

organizations in all work fields. The main aims include higher quality, more

effectiveness and work efficiency in professional contexts. All professions or

work fields can profit from supervision in that understanding.

According to this approach, the supervisor / is an expert for counseling the

interaction of persons, professional tasks and organizations, but not a

practitioner of a specific work field.

1.4. Organization supervision

This approach contributes to the effective functioning of an organization.

It is carried out during regular meetings of superiors and their subordinates

and members of professional teams while being supervised. In this case, the

emphasis is on reflecting the relationship between the team and the wider

organizational environment. It enlightens power positions and institutional

and subjective understanding of roles and tasks. Thus, organizational

supervision contributes to the improvement of organizational culture.

Supervision as a managerial function

It takes place in an organization at an operative level. It includes the

managing and controlling of defined and communicated tasks. The

supervisor is therefore part of the organizational hierarchy.

This understanding of supervision has its origins in Anglo-Saxon countries

and is mainly used by globally working enterprises.


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Coaching – Scope of Concept

Many definitions of coaching used in Europe can be reduced to some of the five

different concepts mentioned below.

Concepts 4 and 5 are beyond the present work that focusses on dealing with

counseling the interaction between persons, work, and organization.

1. Coaching is a form of professional counseling that inspires the

coachees to maximize their personal and professional potential. It aims

on initiating a transformational process. Goals and solutions are

discovered along the way. Coach and coachees work together in a

partnering relationship. The coachees are experts on the content level;

the coach is an expert in professional counseling.

2. Coaching primarily aims at managers, working with specific

objectives, methodology and approach. Typical features are topic-

specific support provided by a limited number of consultations, as well

as the teaching of skills at short training intervals. This approach

prevails in German-speaking countries.

3. Coaching is a form of professional guidance focusing on the

professional and personal growth of the coachees. It is a structured and

purposeful process whereby the coach encourages the effective

behavior of the coachees. The coach is likely to use directive

approaches to support the coachees to accomplish their goals.

These three definitions of coaching concern individuals, groups, teams and

organizations.

4. Coaching is one of many competences that professionals such as

managers, teachers or social workers have acquired.

5. Coaching is a synonym for training or mentoring in very different fields

(e.g. health, dating, job coaching etc.).


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Stakeholders

Stakeholders are the persons and bodies involved in and responsible for the

process of supervision or coaching.

Clients

Supervision Coaching

Clients of the supervisees are

party in the supervision

process though not physically

present.

Related concept: client system.

Coaching literature uses client

as a synonym for coachee.

Contractual partner


Is the responsible manager in an organization who orders, finances and

evaluates supervision. S/he is involved in the selection of the supervisor

and in the contracting process.

This involvement may cover a power of veto up to even a direct

personal selection.

Most often public bodies or organizations have internal regulations for

supervision and lists of recommended / authorized supervisors.


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National Organization


Consortium of professional

supervisors and coaches

(and in some countries also

training providers) under

national law, accepting ANSE

standards and ANSE ethics.

Consortium of professional

coaches and training

providers under national law

accepting professional

standards and ethics either

set by international associ-

ations (e.g., EMCC or ICF) or

set by the consortium itself.

Supervisees / Coachees


The users of supervision.

The supervisees assume

responsibility for:

their part of the conditions

and cooperation;

their process of

development and learning;

the transformation of new

insights gained into their

professional situation.

The users of coaching. The

coachees are responsible for

their process of develop-

ment. They are supposed to

be open, bring in their

experiences, thoughts and

feelings, be on time, and

keep appointments. The

coachees are responsible for

defining the goals they want

to work on as well as

progressing according to

steps set by themselves.


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Supervisor / Coach


A supervisor is:

a trained professional

according to an approved

curriculum - following

ANSE standards and

national regulations,

a (post)-graduate trained

professional with more

than three years of work

experience,

responsible for creating a

viable space which

supports the supervisees

in pursuing their goals.

A coach is a trained

professional who guides a

coachee, group or a team in

pursuit of a contracted goal.

In principle, everybody can

call him-/ herself a coach.

International professional

associations, such as ICF and

EMCC, develop professional

standards that are based on

education, experience, per-

formance evaluation and the

level of service, or on

continuous professional

development. The emphasis

is more on performance and

output criteria than on

training hours.

Training Provider


Organization that offers and runs training programs for

supervision and coaching.


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Core qualities

Core qualities are necessary basic characteristics of professional work in

supervision and coaching. A supervisor / coach needs a clear and reflected

understanding of the following core qualities.

1. Ambiguity Tolerance


Discussing and reflecting conflicts, allowing contradictory approaches

to show up. This may change perspectives and goals. This includes,

tolerating tension and exploring the various feelings, which arise

during a counselling process. Ambiguity (also: complexity,

ambivalence) is an integral part of the human condition and

encompassing feelings, notions, and attitudes about something or

somebody. Ambiguity often creates worry, anxiety or confusion within

a person or a group.


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2. Change


Focusing on possible changes

concerning a supervisee / a

team / an organization within

the process of supervision. This

can be a change of perspective

as well as a change of attitude

or behavior.

Focusing on one or all of a

three-level change.

Level 1: a more complex under-

standing of the problem

situation.

Level 2: a better understanding

of personal responsibilities and

action areas in solving the

problem.

Level 3: finding a solution on

the personal or system level.

It aims on developing the

personality (based on self-

awareness and self-esteem)

and the system the individual is

part of. The goal of coaching is

to achieve change.

3. Communication


Communication comprises any act of exchanging verbal and/or

nonverbal signs. Communication as a core quality means a concious

and reflected approach to that ongoing exchange.


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4. Context awareness


Reflecting the influence and the effects of the supervisees’ / coachees’

wider social interactions.

5. Contracting


Identifying the participants'

expectations and relating them

to a contracted and thereby

testable way of working in

supervision. Basic methodic

framework of the supervision

process.

The contracting may be dyadic

- if an individual personally

requests supervision – or a

triangle - between the

supervisees` organization, the

supervisees and the supervisor

in case of supervision that takes

place in context and on the

request of the organization.

Identifying the participants'

expectations and relating them

to a contracted and thereby

testable way of working in

coaching.

The contracting may be dyadic

- if the individual personally

asks for coaching - or triangle -

between the coachee’s

organization, the coachees and

the coach in case of coaching

that takes place in context and

on the request of the

organization.

Coaching always has a certain

duration, the defined goal and

results are measurable.


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6. Empathy


Empathy is a way of recognizing the emotional state of the supervisees

and separating it from the supervisor`s own emotional response on

‘what comes from the supervisees’. It includes being aware of (counter-

)transference and one’s own preoccupations.

7. Ethics / Values


In dealing with power, trust and responsibility, supervisors and

coaches maintain their personal and professional integrity by

positioning themselves autonomously in relation to constituents, clients

and colleagues. Supervisors and coaches are bound to keep

confidentiality, handle the process of contracting carefully and avoid

becoming a party in conflicting interests.

Acting responsibly is part of professionalism for supervisors and

coaches. They care for maintaining their skills, for the reliability of the

profession they exercise and for their supporting the learning process

of supervisees and coachees.

Most professional organizations for supervision and coaching have

given themselves a ‘Code of Ethics’ which reflects the state of

professionalism.

8. Experience Orientation


Expressing an event in a way that supports supervisees / coaches to link

their experience here and now to their work, to how they deal with the

views of others, the way they express their opinions or make decisions.


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9. Function and Role


In a group-dynamic approach, function means the formal activities

negotiated by the members in a social system. The members are bound

to activities in a special frame and contract of working together. Role in

this case means behavior and expectations of behavior in social

systems between two or more persons.

Other approaches use function and role more or less as synonyms.

Nevertheless, supervision and coaching take into account both formal

and informal activities and attitudes of the supervisees / coachees.

10. Goal and Need Orientation


Double function of supervision,

being both bound to contracted

goals as well as to the

supervisees`s needs.

Requires a space of freedom and

creativity of supervisor and

supervisees for individually

agreeing upon how the

supervisees will pursue their

goals and how they will meet

their own developmental needs.

The goals and needs of the

supervisees/teams/contracting

organizations are transparent

and in focus of the supervisor

(related to contract).

Primary focus on creating

actionable strategies for

achieving specific goals in

one's work or personal life.

The emphasis in a coaching

relationship is on action,

accountability and follow-

through.

Feelings and needs play an

important role in any learning

and decision making process.


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11. Integration of Theory and Practice


Exploring the supervisees’s

implicit and explicit theories.

His / her content-related,

emotional and body language-

related messages are reflected

and clarified referring to the

supervisor`s concepts and

theories. This approach adds a

new perspective to the

supervisees’s situation and

assumptions and supports the

application of a theory for

deeper understanding.

Integrating a new feature in an

existing bigger picture. It can

take place within an individual,

a group, an organization or on

community level. During the

coaching process, the coachees

grow towards a level of

conscious competence. The

coachees apply lessons

learned in various contexts and

circumstances. The new

behavior becomes part of the

identity of the person.

12. Interactive Process


An interactive process 'happens' in supervision / coaching between the

supervisees / coachees and the supervisor/ coach. It concerns how they

jointly shape their working relationship and deal with the verbalized

and non-verbalized content of the conversation between the supervisor

/ coach and supervisees / coachees.

13. Leadership and Management


Integration of organizational components into the process, especially

those issues that most frequently arise such as authority, subservience

and competition.


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14. Learning Process


The process whereby knowledge, skills and competences are acquired

through reflecting experience.

Characteristics and goals are related to the following forms of learning:

Experiential learning. Learning from personal experience. Initiating

from the practical experience of the individual and connecting it with

the effects of a certain attitude or approach.

Reflective learning. Plays an important role in the cycle of

experiential learning. The concept of reflection in learning as an

active persistence and careful consideration of any belief or form of

knowledge in light of the data that support them and lead to new

conclusions.

Integrated learning. The learning process by which the integration of

professional, personal and methodological knowledge and skills are

enabled.

Individualized learning. Process in which the supervisees are unique

in their knowledge, beliefs, abilities and learning styles.

Dialogic learning. The central didactic device of learning in

supervision is the dialogue: The supervisor / coach and supervisees /

coachees affirm and improve their relationship and conversational

exchanges by which the supervisor / coach joins the

supervisees/coachees by listening, checking what was heard and

giving very specific feedback.

Double loop learning: by reflecting an experience, supervisees /

coachees are able to modify a goal in the light of that experience. This

approach shifts the effort from how to solve a problem to questioning

the goal.

Model learning: When the supervisees / coachees experience an

attitude of the supervisor / coach and integrate parts of that attitude

into their own behavior.


30

15. Organization


Taking into account not only the dyadic relationship between

supervisor / coach and supervisees / coachees, but also the

organization as a set of meanings and adjustments comprised to a set of

processes and activities. End-users / clients, who are the final

recipients of the supervisees / coaches professional actions also have

to be taken into account.

It is important to be clear on which understanding, on which theory of

organization the supervisor / coach and the supervisees / coachees

base their thinking and reflecting.

16. Performance


Developing a new, creative

element that will enrich and

direct the work of the

supervisees.

Making the coachees’ actions

more effective both on a

personal and professional

level.

17. Professional Exploration


Increasing the professionalism of the supervisees / coachees by

discussing certain experiences and issues such as beliefs, attitudes,

ways of behaviour, aims and visions.

This requires a safe space for the very personal exploration of one's

work with regard to obstacles, hindrances, successes, and dilemmas.


31

18. Reciprocity


Factoring in and reflecting the supervisees’ / coachees` context dealing

with the question which roles the supervisor / coach may play through

their doings or non-doings in the course of their acting professionally,

be it with clients or in any other course of action.

In addition, the effect of the observer, describer, reflector or analyzer

of a reciprocal action on the examined action needs to be taken into

account: everyone and everything involved influences any situation.

19. Reflection


Observing and articulating own experiences, feelings, thoughts and

beliefs. By doing so the present attitudes are connected, both with their

origins in the past, and with the future attitudes the supervisees /

coachees want to adopt. Reflection needs a stance taken towards the

social patterns human beings are co-creating when communicating.

Certain techniques support the supervisees / coachees to become

aware of their own influence in different situations. One may reflect on

the contents, on the process and on the way of reflecting (meta-

reflection).

Besides the metacognitive component (thinking about one's own

thought processes), reflection includes an emotional component:

consideration of personal emotional states and behavioral components;

analyzing behavior, decisions and the consequences of one`s own

actions in a certain context. This allows drawing one’s own conclusions

about necessary changes to achieve wished-for outcomes in the future.

Therefore, reflection may not lead to quick solutions. It requires the

ability to withstand tension without trying to eliminate it by immediate

action.


32

20. Resource Orientation


Focusing on the supervisees’

resources, knowledge, skills,

and competences and

supporting the supervisees by

bringing them in as effectively

as possible.

Assumption that individuals or

teams are capable of

generating their own solutions,

with the coach supplying

supportive, discovery-based

approaches and frameworks.

The process builds on the

personal strengths and com-

petences; it focuses on the

solution the client finds and on

his / her hidden strengths.

21. Responsibility and Accountability


The motivation and ability of a

person, group or team to follow

their goals and use the super-

visor’s support to reach them.

Furthermore, the supervisees

are responsible for transferring

the outcomes of the supervision

to their daily practices.

The motivation of the coachees

to reach their goalsis crucial

in coaching.

During the whole process, the

coach focuses on keeping the

coachees connected with their

goals and on taking action

towards attaining them.


33

Types

The different types of supervision and coaching indicate the various reasons for

undergoing a supervision and / or coaching process within an organizational

frame. These types refer – in contrast to settings – to certain aims of supervision

and coaching.

1. Business Coaching


Coaching within an organisational

context. The coachdoes not have to

be a member of the organisation. The

questions tackled in coaching arise

from the work context.

2. Career Coaching


This type of coaching supports clients

to achieve and fulfill their career and

employment goals. It focuses on

career change, employment, job

search and other career related

topics, often based in the field of

existential questions.

Coachees expect to gain career

confidence, insight, encouragement,

inspiration.


34

3. Case Supervision


The supervisees bring their

professional interactions with

their clients forward as

reference material for the

supervision process.

There are two different

perspectives on case

supervision:

1. The supervisor is an expert in

the work field of the

supervisees, because the

supervision focuses on how to

apply professional compe-

tences, Sometimes also

referred to as consultation.

2. The supervisor is an expert

on leading the process and

thereby opens to the

supervisees new perspectives

on the cases.


35

4. Clinical Supervision


The term clinical supervision is

used in Anglo-Saxon literature,

referring to supervision

connected to any treatment /

therapeutic / client work, in

both medical and social field.

5. Coaching Supervision / Coach the Coach


Quality assurance for coaches,

assessing competence and

supporting professional de-

velopment.

It has a normative, formative

and supportive function.

Used by experienced coaches

after their training program as a

form of quality assurance and

for their professional develop-

ment.


36

6. Educational Supervision / Educational Coaching


Learning to perform

professional work within the

framework of a professional

education program (curricula)

including the monitoring the

fulfillment of specific

professional standards.

Related terms:

Learning supervision: The

aim is to master specific

methods, skills or

approaches to accomplish

the anticipated outcome of

being a competent

professional.

It guides supervision

trainees through their

learning supervision.

Synonym: supervision in

education.

Learner supervision:

supervision performed by a

trainee acting as a

supervisor during her / his

education. Mandatorily

accompanied by learning

supervision.

Coaching within the framework

of training program on

coaching or leadership and

management at university or

post-graduate level. There are

explicit coaching formats for

students apart from mentoring

or tutoring to help them

integrate theory and practice

on a professional level.


37

7. Group Supervision / Group Coaching


Supervision with participants

who are not in any formal

professional or organizational

contact. The participants may

come from similar or different

professions or professional

fields.

There are two main approaches

to group supervision: In the first

approach, the groups are small

(a supervision group may not

exceed four, sometimes six

participants) in order to give

each participant the

opportunity to supply on their

own topics. The second

approach aims at working with

the group process and the

group resources, which allows

work with bigger groups.

Coaching with participants who

are not in any formal

professional or organizational

contact.

The participants may come

from similar or different

professions and professional

fields.


38

8. Internal / External Supervision / Coaching


Internal supervision:

Supervision within an organi-

zation / by a member of the

organization.

External supervision:

Supervision by an independent

supervisor not responsible for

the work of the supervisees and

nor taking a monitoring

function on the work of the

supervisees.

Internal coaching:

Coaching within an organi-

zation / by a member of the

organization.

External coaching:

Coaching by an independent

coach not responsible for the

work of the coachees nor taking

a monitoring function on the

work of the coachees.

9. Intervision / Peer Coaching


Refers to a specific form of

supervision carried out among

colleagues. It has no permanent

supervisor because the

members of the group take

turns in adopting the role of

supervisor and thus provid

supervision to each other. All

members are responsible for

the supervision process.

Synonyms: “Peer Super-

vision”, “Collegial Coaching”.

Refers to a specific form of

coaching carried out among

colleagues. The members of the

group take turns in adopting

the role of coach and thus

provide coaching to each other.

All members are responsible

for the coaching process.

Synonyms: “Intervision”,

“Collegial Coaching”.


39

10. Leadership Supervision / Leadership Coaching


Supervising the special tasks

a leading function / role

requires in the public and the

non-profit sector. It focuses on

leadership performance and

attitudes. It is recommended

that the supervisor have some

personal experience and

knowledge in organization

and management.

Another approach applied in

the public, the non-profit and

the profit sector uses the term

coaching which is more

common.

Other approaches have

leaders as a special target

group; the format is

conceptualized as individual

or group supervision.

The various approaches

overlap according to super-

visees` needs as well as to

national or methodological

concepts of supervision.

In any case, leaders require a

well-reflected relationship to

and a way of dealing with

power and authority.

Leadership coaching can be

understood in three different

ways:

Coaching on the subject of

leadership

Coaching of professionals

with managerial tasks in the

hierarchy of organizations

Coaching of higher manage-

ment or board members. Also

called (Top) “Executive

Coaching”.


40

11. Meta-Supervision


Supervison the supervisor uses

for developing his / her skills and

for having his/ her own space for

reflection on his / her own work as

a supervisor.

Synonym: supervison of super-

vision.

12. Organizational Supervision / Organizational Coaching


Contributes to the effective

functioning of the organization.

It takes place through regular

and supervised contacts of

superiors and subordinates,

and members of professional

teams.

The emphasis is on reflecting

the relationship between the

team and the wider

organizational environment, on

illuminating power positions,

and on institutional and

subjective understanding of

roles and tasks.

This organizational super-

vision approach contributes to

organizational culture.

Means an integral coaching

approach. It aims at a change

related to organizations as

complex systems.

This approach was recently

developed.

The characteristics are:

demand-driven and an on-

the-job method of

organizational development;

the coach has a facilitating

role and begins with the

client (system);

it is an interactive and action

oriented approach.

In individual- and team-

coaching lies a strong focus on

the organization as the

dominant system in which the

coachees function.


41

Related types:

Organizational consulting is

the generic term for all

professional guidance inter-

ventions which are aimed at

organizations, or parts of them,

in order to sustainably change,

develop and stabilize them. Its

focus is - in contrast to

supervision and coaching – on

the organization with their

structures and communi-cation,

less on persons.

Organizational development

is a specific form of

organization consulting which

involves the stakeholders and

employees in the process of

development.


42

13. Team Supervision / Team Coaching


Supervision with teams.

A team comprises a group of

people linked by a common

purpose. Teams are especially

appropriate for conducting

tasks that are highly complex

and have many inter-

dependent subtasks.

Supervision focuses on team

relation-ships, communication

boundaries, team roles, power

relations and competition, the

atmosphere in the team etc.

The Anglo-Saxon or Dutch

approach mainly uses the term

“Organization Consulting”.

Coaching with teams.

A team comprises a group of

people linked by a common

purpose. Teams are especially

appropriate to conduct tasks

that are highly complex and

have many inter-dependent

subtasks. The overall goal is the

improved functioning and

performance of the team.

Triangle acquisition and

triangle contracting are of

special importance.

Teamcoaching can vary from

one day to many sessions

during a longer period.


43

Settings

Settings describe the number of participants, the ways the participants are

organized, the frequency and the media in use.

1. Face to Face


Face to face presence of supervisor and supervisees, coach and

coachees.

2. Group


Supervision/coaching with participants who are not in formal

professional or organizational contact. The participants may come from

similar or different professions and professional fields. There are

various approaches to the number of supervisees / coachees, the

frequency, and the interval and number of sessions.

3. Organization


To supervise / coach the organization as a system consisting of many

parts such as individuals, teams, leaders, customers, suppliers,

structures, culture(s), formal and informal relationships etc.

It is clearly process oriented and strongly linked to the management.

Which parts of the system should be involved has to be decided during

the process with regard to the contracted goals.


44

4. Remote / Online / New Media / Telephone


Using new media to perform a (part of a) supervision- / coaching

process.

5. Single


Dyadic form of supervision, one

supervisor and one supervisee.

The approaches differ

according to frequency,

interval and number of

sessions. Sometimes only one

session may take place; other

approaches strictly define a

minimum of sessions and

intervals.

Dyadic form of coaching, one

coach and one coachee.

The approaches differ

according to frequency,

interval and number of

sessions. Sometimes, only one

session may take place. The

duration of the coaching

process varies depending on

needs and preferences.

6. Team


A team comprises a group of persons linked by a common purpose.

Teams are especially suitable to conduct tasks that are highly complex

and have many interdependent subtasks.

Options: Team-supervision / -coaching with or without a team-leader.


45

Methods

Methods are specific techniques to facilitate the process for the supervisees or

coachees in order to improve the interaction between persons, their work and the

organization.

1. Building a Stable Working Relationship


In order to strengthen the working relationship in the process, the

supervisor/ coach purposely uses contracting, empathy, reflecting,

feedback etc. A strong working relationship is essential for a successful

supervisory or coaching process.

2. Contracting


Decision-making before starting a supervision / coaching process. A

contract is agreed upon between the relevant participants (supervisor

/ coach, supervisees / coachees, and organization). Decisions are made

according to the different roles, responsibilities and expectations of the

participants, and according to the financial conditions, rules of

confidentiality, relevant organizational aspects, evaluation and

outcomes. Contracting sets a clear working agreement as a frame for

the supervisory / coaching relationship, and is a basis for quality

assurance.


46

3. Dialogue


Narrative concept of reflection in which language plays a central role.

It is the conversation of two equal participants: between the supervisor

/ coach and the supervisees / coachees, who mutually respect the way

in which each of them experiences reality. A prerequisite to achieving

authenticity of dialogue is a genuine curiosity and a desire for mutual

understanding.

The supervisors` / coaches` questions support the supervisees/

coachees to find their own answers. They challenge the supervisees /

coachees to comprehend the situation in which she / he has found

herself / himself. Questions support the taking on of responsibility and

the start problem solving.

Different creative techniques can facilitate the dialogue.

4. Evaluation of Process


Evaluation as a systematic methodological means is an integral and

integrated part of the supervision and coaching process that runs

through all stages of the development of the relationship by using

criteria agreed upon. It focuses on the process, on development and on

expected and achieved outcomes.


47

5. Expanding Theoretical Knowledge


By sharing the theoretical concepts of both the supervisees / coachees

and the supervisor / coach, their theoretical knowledge expands. They

have to be related to and connected with the concrete situation of the

supervisees / coachees. It supports them to act in a more purposeful

way.

6. Feedback


Feedback refers to information provided to the other person about

one’s impression of her / his behavior. Answers are supposed to be

given to the following questions: What can I see? What do I feel? How

does it affect me?

The most important value is the opportunity to bring intentions closer to

each other and the effect of one’s behavior. Feedback both reinforces

and challenges one`s thinking and behavior. In group settings,

feedback facilitates individual and mutual learning, and it fosters the

collaborative process.


48

7. Focusing Problems


Dividing the problem into sub-

problems in order to make

them more concrete and

visible. Is indicated when a

current problem proves to be

chaotic and consequently

produces anxiety. It serves to

help the supervisees to take a

step back from the problem

and view it from a new

perspective,

When acute problems and

anxiety arise the coach is aware

that feelings of anxiety and

insecurity may occur in the

short term, caused by the

insight that action or change is

necessary. The crucial point is

to proceed from words and

insights to new and unfamiliar

action.

8. Measurement of Effects


See evaluation. External indicators of

performance and internal

indicators of success are both

incorporated in the coaching

process from the beginning in

order to register changes and

boost confidence.


49

9. Meta-Communication


Communication about the different aspects of communication such as

content, relation, appeal and expressing self-disclosure, expressed

both verbally and non-verbal.

Synonyms : second order communication, communication on

communication.

10. Meta-Reflection


Reflection about the outcome

and the process of reflection

(double loop reflection) aiming

at a deepened understanding of

the client professional

relationship, in the sense of

professionally reflecting about

her-/ himself, the clients and

their relationships.

Reflection on the reflection

process, the relationship and

the outcome is an important

competence for coaches.

Meta-reflection is not explicitly

and regularly used as a

methodological device in

Coaching.

11. Moderating the Process


Purposeful use of all methods with regard to structuring the process and

achieving contracted goals.


50

12. Reflecting


Reflection is the basic method

of learning and developing in

supervision. Reflecting on

one’s own thoughts, needs and

feelings can contribute to the

strengthening of the super-

visory relationship.

See also core qualities under

term reflection.

Reflectionis one among many

methods of learning and

development in coaching.

Reflecting on one’s`s own

thoughts, needs and feelings

can contribute to the

strengthening of the coaching

relationship. To stimulate

reflection and self-analysis,

certain tools are used.

13. The Use of Empathy


The use of empathy is a way of

recognizing the supervisees’

emotional state and of separating

it from the supervisor`s own

emotional response on ‘what

comes from the supervisees’.

Being aware of (counter-)

transference and one’s own

preoccupations, the next step is to

give feedback to the supervisees

using it as an input for their

process of development.

Empathy is a way of

recognizing the emotional

state of the coachees from

within. It aims at seeing the

coachees` world from their

point of view.


51

14. The Use of Group Process


The extent of using the group

process in supervision depends

on the theoretical approach of

the supervisor.

Supervision groups are impor-

tant for the learning processes

and the self-awareness of super-

visees through group feedback,

both on the content - and the

relational level.

A supervisor can use the group

process to discover and high-

light the“parallel process” when

the supervisory relationship

“here-and-now” is mirroring the

relationship between the super-

visees and their clients.

The extent of using the group

process in coaching depends

on the theoretical approach of

the coach.

Coaching groups are

important for the learning

processes and self-awareness

of coaches by means of group

feedback, both on the content

and the relational level.

15. The Use of Hypothesis


As one can only communicate by sharing assumptions, doing so is a

core issue in reflecting. By sharing views / hypotheses on a certain

relation or question, the persons may co-create patterns of

understanding that usually include new perspectives.

Hypothesis may also be applied by the supervisor / coach as a certain

idea about a group`s or a supervisee`s / coachee`s needs which then

shape the further interventions of the supervisor / coach. In this case,

the supervisor /coach does not necessarily share the hypothesis with

the group members.


52

Outcomes

Outcomes describe the effects of supervision / coaching on the supervisees /

coachees.

1. Better Professional Performance


It implies a change in thinking

and practice of the supervisees,

which has effects also on the

supervisees` professional,

sometimes even personal

surroundings.

The result of supervision should

be a new, creative element,

which will enrich and direct the

work of the supervisees.

Awareness of new demands

may appear.

It implies that the coachees

engage in new action or

behavior successfully. It has an

effect on the coachees`

professional, sometimes even

personal, surroundings.

Awareness of new demands

and suggestions for change

may appear.

2. Clarification of Roles and Functions in Organizations


Clarification of the formal

activities (functions) negotiated

and communicated on an

organizational level.

Clarification of roles in the

sense of behavioral patterns in

social systems between

persons.

The coachees will become

aware of their role and

contribution and limits within

the organization and, if

necessary, will try to change /

develop behavior and / or

position.


53

3. Effective Handling of Conflicts and Contradictions


By reflecting and discussing

conflicts and contradictions

from different perspectives,

supervisees develop more

effective coping strategies.

By reflecting and assessing

conflicts and contradictions

from different perspectives and

experimenting with new

behavior, coachees develop

more effective coping strate-

gies.

4. Learning


In supervision, learning is the

result of a self-organized

process during which super-

visees create a reflective space

for themselves,thereby:

understanding more about

the complexity of an actual

situation;

understanding organiza-

tional issues and including

them into their personal

goals;

developing increasing

competences in building

decisions on self-reflection.

Learning is understood as an

ongoing dynamic process to

face and handle different

situations.


54

5. New Insights


Supervision leads supervisees

towards new perspectives on

thinking about work relevant

situations, their capabilities,

options and responsibilities.

It encourages the supervisees

to search for a changed

understanding of professional

relationships and processes

and behavior consistent with

this understanding.

The coachfosters shifts in

thinking that reveal fresh

perspectives.

The development of new

insights is an important

outcome of coaching.

A distinction is made between

insight into external conditions

and context, insight into others

and into oneself.

6. Organizational Benefits


On an organizational level supervision / coaching leads to better

professional performance within the organization by

clarification of functions and roles:

effective handling of tensions and contradictions;

prevention and reduction of stress and burnout;

getting new insights;

supporting professionalization processes on all hierarchy levels and

for all members.

Thereby supervision / coaching supports a better professional

performance of the organization and serves as an integrated part of

Quality Management as well as Change Management.


55

7. Prevention and Reduction of Stress


Supervision / coaching provides personal and professional help and

support that enables empowerment. This prevents and reduces the risk

of discomfort and stress. Therby resilience in the professional context

might be enhanced.

8. Professional Development


Supervision / coaching is part of the supervisees’ professionalization

processes. The supervisees are supported in growing professionally.

9. Quality Management


Supervision maintains or

improves the professional

competences of the person and

clarifies working procedures

and standards for the benefit of

the clients.


56

10. Self Awareness


It indicates the supervisees`

developing an awareness of

themselves, their attitudes and

aspirations in order to work

professionally. Self awareness

is achieved by continuous

enhancement of self-reflective

skills.

Coaching is an exercise in self-

understanding and self-

change.

11. Wellbeing / Health


Supervision provides mental

relief and renewed energy in a

demanding job.

A significant aspect of

supervision is to recognize and

accept the feelings of the

supervisees and to identify and

reflect unhealthy patterns.

Supervision is a way of taking

care of one's own health.

Coaching works on the

assumption that all human

actions are directed towards

wellbeing.

Wellbeing is related to:

wholeness, strength, skills and

potential, inner wisdom,


development and response-

bility. Coaching can aim at

maximizing the coachees


potential by achieving trans-

formations on the level of

beliefs, values, personality and

identity.


57

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The Project Team – Biographies

Marina Ajduković, Zagreb, Croatia

Marina Ajduković (Department of Social Work, Faculty

of Law, University of Zagreb) is Ph.D. psychologist,

university professor, family therapist and licensed

supervisor. She is a head of the Chair for social work

and the head of Doctoral program in social work and

social policy. Her main teaching and research focus

are critical social work, child abuse and neglect,

intimate partner violence, group work and

supervision.

Regarding Supervision, she significantly contributed

to development and sustainability of supervision in

Croatia. Marina Ajdukovic led the first education for

supervisors from the 2001 to 2004. She has developed

the first 120 ECTS Postgraduate master programs in

Supervision that is continually carrying out from 2006.

She is co-editor with L. Cajvert of the first university

textbooks on Supervision in Croatian language and

author of numerous articles on Supervision. As an

editor of the Croatian journal, "Social Work Annual"

she has prepared two thematic issues dealing with

supervision (2007 and 2011). She has organized four

national conferences about supervision with

international participation (2004, 2006, 2008, and

2012).

Marina Ajduković was president of the Croatian

Association for Supervision and Organizational

Development from 2004 to 2012.

http://www.unizg.hr/homepage/.

http://www.unizg.hr/homepage/


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Lilja Cajvert, Gothenburg, Sweden

Lilja Cajvert (Department of Social Work at the

University of Gothenburg) is a senior lecturer in

social work, social worker, licensed

psychotherapist, supervisor in psychosocial work

and supervisor in family therapy. She is coordinator

of the training course ”Supervised Field Work”,

meta supervisor of the supervision training program

at the Department of Social Work, University of

Gothenburg.

She initiated and led the first education for

supervisors in Bosnia and Herzegovina (Tuzla and

Sarajevo, 1998–2000). From 2001 to 2004 she was

teacher, supervisor and consultant in the first

education for supervisors “Introducing supervision

in the social welfare system in Croatia”. From 2005

to 2009 she was the project leader of two

postgraduate master programs in Bosnia and

Herzegovina – “Supervision in Psychosocial Work”

and “Management in Social Work”.

Lilja Cajvert has developed her own model of

supervision – working with unconscious processes

in supervision - that she has described in articles

and textbooks in Swedish, English, Croatian and

Slovenian.

Lilja Cajvert was president of the Swedish

Association for Supervisors for four years.

http://www.socwork.gu.se/kontaktaoss/Personlig_

hemsida/Lilja_Cajvert/

http://www.socwork.gu.se/kontaktaoss/Personlig_hemsida/Lilja_Cajvert/

http://www.socwork.gu.se/kontaktaoss/Personlig_hemsida/Lilja_Cajvert/


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Michaela Judy, Vienna, Austria

Michaela Judy studied literature, cultural

management and educational management.

Additionally she is trainer and instructor of group

dynamics, supervisor (ÖVS) and coach.

For more than 20 years, she was manager of an adult

education center (Volkshochschule Ottakring,

Vienna). At present, she is personel developer and

project manager at Die Wiener Volkshochschulen

GmbH.

Additionally she works as a freelance trainer,

supervisor and coach with a focus on management in

Non-profit-Organisations, systemic approach and

(Managing) Gender & Diversity.

Lectureships at universities as well as at adult

education institutions.

Member of ASYS (Arbeitskreis für systemische

Sozialarbeit, Beratung und Supervision), course

director of the post-graduate course "Systemic

Supervision" of ASYS.

Michaela Judy has edited two books and has

published several articles.

http://members.aon.at/mjudy/judy.htm

http://www.asys.ac.at/fortbildung/inhalte_termine_basis.htm

http://www.asys.ac.at/fortbildung/inhalte_termine_basis.htm

http://www.asys.ac.at/

http://members.aon.at/mjudy/judy.htm


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Wolfgang Knopf, Vienna, Austria/EU

Studied Social Sciences at the University of Vienna and

Innsbruck finished 1983 with Ph.D. (Pedagogics/

Psychology) Group-Dynamic (1998-99), Sexual Therapy

(1990-92), Supervision and Counseling (1992-95),

Organizational Development (2001), Systemic Counseling

(1999-2001)

Assistant Professor at University of Graz (1984-1994) at the

Department for Further Education; Lector at University of

Klagenfurt (1983 - 1984; 1998-2005), Institute for

Interdisciplinary Studies at the University of Graz,

Innsbruck, Klagenfurt and Vienna (1994 – 1998),

University of Graz (1984 -1993), University of Vienna (1993

– 1994; 2004; 2006 – 2011), University of Technology

Vienna (1996 – 2001, 2006), University of Innsbruck (1998

– 2003), University of Linz (2010 – 2011), University Krems

(2006), College of Higher Education for Social Work

Vienna (2001 – 2006) and Academy of Social Work Vienna

(1994 – 2002) for subjects: pedagogic, didactic,

communication, group dynamics, civic education,

counseling etc. .

Since 1994 he is a freelance Supervisor, Coach and

Management-Trainer.

Responsible for design and management courses for

trainers in different work fields on national and

international level and for Supervisors and Coaches.

Together with K. Steinhardt he is leading the postgraduate

program ‘Supervision and Coaching’ at the University of

Vienna.

Wolfgang Knopf was President of the Austrian Association

for Supervision (ÖVS) from 2004 to 2010 and President of

the European Association for Supervision (ANSE) from

2006 to 2014.

www.systeam.at/personen/vKnopf.htm


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Hubert Kuhn, Munich, Germany

Born in 1963, Bavaria, Germany

Married, two children

Independent Organizational Consultant, Supervisor,

Management Coach and -Trainer both in national and

international context, main focus team diversity, group

dynamics and conflict solving since 2000 numerous

publications. Associated with TOPS München-Berlin e.V.

since 2000.

Qualifications:

Diplom-Volkswirt

Trainer for group dynamics (DAGG), Leading and

Consulting of Groups, 6 years advanced training,

DAGG, German Association of Group

Psychotherapy and Group Dynamics,

Coach/ Supervisor, German Association of

Coaching/ Supervision; DGSv, since 2008 Senior

Coach DGSv for three vocational training institutes

for supervision,

Systemic therapist and consultant, Institute for

Systemic Therapy and Organizational-Consulting,

Organizational consulting, Change Management;

Mediation, Nonviolent Communication;

Transaction Analysis and other methods.

www.hubertkuhn.de

http://www.hubertkuhn.de/


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Krisztina Madai, Budapest, Hungary

Krisztina Madai (self-employed) is ICF credentialed coach

and licensed supervisor. Her first degrees are MBA in

economic sciences and MA in applied psychology and

gender studies. She is the co-founder and leader of the

internationally accredited coach training program

‘CoachAkademia’ in Hungary. She is a lecturer at the

Supervision Training Program at Karoli University and at

several other private coach training programs in Hungary.

Her main teaching and research foci are contracting,

coach-client relationship, organisational context in

coaching and supervision and gender issues in

organisations.

Krisztina Madai is co-autor of the book ‘Methodological

handbook for coaches II’ and her articles on coaching and

supervision appear in the Hungarian online coaching

journal ‘Magyar Coachszemle’. Her mission is to work on

the quality assurance of coaching in Hungary, first of all by

introducing the importance of supervision for coaches and

organising workshops with the leading of master coaches

from around the world. She was co-organisor of the first

Hungarian coaching conference in Hungary.

http://www.coachakademia.hu

http://www.coachakademia.hu/


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Mieke Voogd, Eelde, Netherlands

Mieke Voogd (1965) is owner of Coachkwadraat, a

network company for coaching, supervision and

organizational development in the north of Holland. This

company was established in 2006.

Mieke is trained as an organisational psychologist and has

worked as a consultant for nearly 20 years in various profit

and non-profit organisations.

During that period she trained and registered as a

supervisor. Mieke has a strong interest for research on

coaching en supervision.

Since 2009 she is chairwoman of the scientific committee

of the Dutch association of supervision and coaching

(LVSC ).

http://www.coachkwadraat.nl/


74

ECVision. An Overview of the Austrian, Croatian, Dutch,

German, Hungarian and Swedish and European History of Supervision

and Coaching


75

Wolfgang Knopf

ANSE – History and Goals

From 1975 supervision became an increasingly professional means of process

oriented consulting with the founding of national associations for supervision in

several European countries.

In 1997 on November 21st, the national professional organizations for

supervision of Austria (ÖVS), Germany (DGSv), Hungary (MSZT), the

Netherlands (LVSB) and Switzerland (BSO) established ANSE as a European

umbrella association based in Vienna to meet the need for European co-

operation and Europe-wide exchange of views among professionals.

ANSE takes care of professional interests on a supranational level. ANSE is in

contact with professional organizations for supervision and coaching

worldwide. ANSE defines standards for supervision and coaching and has

adopted a code of ethics.

ANSE now represents more than 9,000 (2013) qualified supervisors and coaches

in the field of consulting in over 80 training institutions in 22 European countries

In 2006 ANSE signed a mutual agreement on the recognition of accredited

supervisors with ASSCANZ (Association for Supervision, Coaching and

Consultancy in Australia and New Zealand).

In 2012 an agreement was signed in Brussels, regarding representation in the

Social Dialogue by EUROCADRES (The Council of European Professional and

Managerial Staff).

ANSE has professional links with/ cooperates with EASC (European Association

for Supervision and Coaching) and EMCC (European Mentoring and Coaching

Council).


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ANSE promotes

sharing of information between/ among? national organizations and

training institutes;

exchange of experiences between? experts in the field of counseling;

expansion of supervision and coaching;

quality assurance of supervision and coaching (standards).

and it supports

the founding of national organizations for supervision and coaching;

the development of their own culture of supervision and coaching;

training initiatives in European countries;

research and study initiatives to develop theories and methodologies for

supervision and coaching.

ANSE promotes the importance of learning about cultural diversities and

supports cooperation in Europe.


77

Wolfgang Knopf

Supervision and Coaching in Austria

Historic Highlights

As in other German-speaking countries, the start of an individual understanding of

supervision can be found in the late seventies of the last century, greatly influenced

by psycho-analysis and group dynamics with strong foundations in social work.

Practical instruction gradually became supervision. A supervisory stance and

attitude entered school education through the Balint groups. It was not long before

the first training program was developed and offered (1981 University of Salzburg

Institute of Psychology).

This was the start of a basic debate on the definition of the boundaries of the

term supervision. At the same time a counseling scene with a supervisory

identity was established. Using personal contacts these content-based

considerations were also discussed with German and Swiss colleagues. Thus,

the insights gained in these countries could be taken into consideration. The

debate took place primarily among teachers and those responsible for training

programs, including the first graduates (Supervision Discussion Group 1991 in

Vienna).

In addition to the concept debate, a professional and political discussion also

took place. The title of the first Austrian expert conference (of professional

organizations), “Supervision in Conflict of Interests”, depicted this subject

clearly. All these activities led to the foundation of the ÖVS (Austrian

Supervision Association) in 1994 through the then active educational institutions

and alumnae societies.


78

Supervision as a Profession

From the outset, supervision was established within major social institutions,

and therefore its position was self-evident in these areas. After initial difficulties

supervision attained a critical mass of users in social work, schools and hospitals

who served as multipliers in spreading the word.

Successful pilot projects in schools and hospitals contributed to its success on a

structural level. This development received essential impulses through the

theoretical work undertaken by Austrian colleagues which was reflected at

conferences and in articles and books.

In spite of some constructive diversity, the differing theoretical approaches

were and are still discussed in a cooperative and thus mutually beneficial way.

Although the discussions initially met with opposition, later with reluctance, and

finally with integration, this problem was able to be solved constructively by

means of the “Phenomenon” coaching in the end.

With the establishment of ethical guidelines for the Austrian Supervision

Association members in 2001, in which quality assurance was regulated in

personal responsibility, a further foundation stone for the self-image of the

profession was laid. Supervision - coaching partially included – is as a

profession relatively undisputed in Austria today. The ‘Community of

Supervisors’ has a recognized professional identity in Austria.

Legal Situation of the Profession

Austria is a ‘state of chambers’. The majority of paid professions are regulated

by trade law (in association with the Chamber of Commerce). In addition to

these, there are so-called “freelance professions” (e.g. journalists). Supervision

is also regarded as such.


79

This classification is frequently challenged by other competing professional

groups (e.g. life coaches and social counselors). For supervision and coaching,

it is however significant not to be restricted to the confines of a chamber

regulation, as the further development of the profession and the continuous

assurance of quality standards can only be achieved effectively within an

organization and in cooperation with training institutions recognized by the

Austrian Supervision Association.

Furthermore, only a minority of supervisors practice just supervision and

coaching as a profession. Many offer these services alongside a main profession

or within a wider range of freelance work. This is also an argument against

regulation within commercial law.

The Market for Supervision and Coaching

Due to its historic roots, supervision has mainly been established within the

social and non-profit sector. After the counseling “hype” in the nineties, today’s

market focuses more on efficiency, price and quality. Many large and important

responsible organizations, especially in the healthcare sector, choose their

supervisors according to the quality standards of the ASA. At the current time

small and medium-sized companies are still reluctant to recognize the

supervision and coaching possibilities available.

In the so-called profit area, coaching rather than supervision is still in demand,

although there is also a noticeable change here. In recent years acceptance has

risen significantly and supervision is becoming increasingly required in these

areas.

In general, it can be observed that there is a desire for counselling from one

source only, “We have this problem, these difficulties – what shall we do?” It is

therefore necessary for supervisors to expand their range of competences or to

work in co-operations and networks. The latter is new and represents a specific

challenge.


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Current Issues / Trends

Three subjects are currently under discussion:

The positioning of supervision and coaching within the scientific

discourse around the concept of consulting science. This debate is

predominantly taking place at universities and in training courses,

whereby it is usually held in cooperation with colleagues from

neighbouring countries, especially Germany. The main question is:

is supervision the practical and theoretical foundation for a

consulting science in the context of work?

Following supervision and coaching, management consultation of

organizations is currently the counselling format under discussion.

Quality assurance in supervision and coaching: as with colleagues in

Switzerland and Germany, it has also become an important issue in

Austria. It concerns the quality of both the counselling (efficiency,

evaluation) and the counsellors.

A change in the self-organization of counsellors is evident. Although these

activities used to be carried out without any great organizational or structural

background, company structuring has become increasingly noticeable in the

field of supervision. A new professionalism has established itself at this level.

Supervision has (again) become political. The demand for the provision of more

supervision and coaching in the workplace and its financial compensation is

supported by socio-political proposals and demands. Due to their counselling

activities, supervisors and coaches acquire insight into many fields of work,

where workers and employees are increasingly under pressure due to new

economic and structural conditions. In order to support and promote change in

society, counsellors should make public their knowledge concerning the

stressful working conditions experienced by workers and employees today.


81

Marina Ajdukovic

Supervision and Coaching in Croatia

Supervision

History

There are five phases of development of supervision in Croatia to be recognized

(Ajdukovic, 2005):

(1) Early ideas about the need for supervision originated in the early 1970s

(Smolic-Krkovic, 1977). Supervision, however, did not become an integral part

of psychosocial work practice due to the traditional approach to clients from the

expert position and the lack of a life-long learning approach among the

professionals.

(2) In the 1980s, professionals gathered first-hand experience in supervision

as supervision became an integral part of training in various psychotherapeutic

methods which were flourishing at that time.

(3) During the period of the Croatian War of Independence (1991-1995),

supervision gained in importance and became professionally valued, because

it was viewed as an important tool supporting professionals and

paraprofessionals who were working with thousands of trauma victims,

refugees, and the displaced..

(4) The turning point for the establishment of supervision was the first training

for supervisors from 2001 to 2004 as part of the project entitled "Introducing

supervision in the social welfare system in Croatia", organized by the

Department of Social Work, Faculty of Law, at the University of Zagreb. The

project was implemented in cooperation with the ministry responsible for social

welfare, the Swedish International Development Agency (SIDA) and with strong

educational support from the University of Göteborg and the University of

Stockholm.


82

Ten trainers in supervision and 34 supervisors in psychosocial work were

trained according to the ANSE (Association of National Organizations for

Supervision in Europe) standards for the education of supervisors.

As a consequence of this project, supervision was introduced into many social

welfare organizations (Ajdukovic & Cajvert, 2003).

The training for supervisors within the educational system, entitled

“Strengthening capacities for integrative supervisors in the Agency for

Education” (from 2007 to 2009) was essential for the introduction and

sustainability of supervision for teachers (Ambruš Kiš et all, 2009).

(5) The Department of Social Work at the University of Zagreb started the

postgraduate specialisation study program for supervision in psychosocial

work in 2006 which was open to professionals from the social, humanistic, and

pedagogical fields. It is the 120 ECTS post-master program and organized

according to ANSE standards for education in supervision. The current study

program has been continuously carried out with some inputs by faculty

members of the Departments of Social Pedagogy and Psychology and other

experienced supervisors, who have already had international licence as

trainers in supervision. The last generation enrolled in 2012.

Recent Developments

In 2008, the Croatian Psychological Chamber introduced supervision as a

means of achieving professional (re)licensing psychologists. From 2014 on, the

recently established Croatian Chamber of Social Workers will recognize

participation in supervision as a part of professional (re)licensing of social

workers.

In 2011, Supervision was introduced into Social Welfare Law as the right and

obligation of all professionals working in the field of social welfare (for social

workers, psychologists, social pedagogues, and other helping professions).


83

The Main Approaches

The main approaches to supervision in Croatia are in line with the current ANSE

definition of supervision. Consequently, three main approaches to supervision

can be recognized:

the concept of supervision as a format for professional development as

developed in The Netherlands by Louis van Kessel and his predecessors

(e.g., Van Kessel, 1999).

the psychodynamic development-integrative approach to supervision as

a creative space for practitioners developed by Lilja Cajvert (Cajvert,

2001; 2011).

the integrative supervision concept based on the work of H.G. Petzold

and his co-workers.

Fields of Work

Supervision is carried out in social work, education, in the mental health sector,

civil society organizations and in the voluntary sector, pastoral work and

organisational consultancy to promote the further development of professionals

and assurance of of their quality of work.

University education and specialization in helping professions (i.e. social work,

psychology, and social pedagogy) use supervision as an integral part of

learning during filed placement and internship at BA, MA and postgraduate

education levels (Ajdukovic & Urbanc,2010 2010).

Organization

The Croatian Association for Supervision and Organizational Development

(Hrvatsko društvo za superviziju i organizacijski razvoj – HDSOR) was founded

in 1998.

In 2004, the HDSOR became a member of the ANSE. By the end of 2013, the

HDSOR had 76 members. In 2012, the system of (re)licensing supervisors ,was

developed to ensure quality standards in supervision and was subsequently

approved by all members of the HDSOR. In 2013, the HDSOR adopted its first

strategic plan for the period 2014 – 2016 and a Code of Ethics for Supervision.


84

Coaching

History and Recent Developments

Although coaching is well developed in the European Union, in Croatia this

professional work is still in its infancy. Almost anyone can call himself/ herself

a coach. No legal regulations or standards are defining coaching, and specific

qualifications, competence and responsibility are not defined or required.

Training for coaching is offered by various commercial and consulting

companies that offer a variety of services in the field of organizational

development. Typically, coaching training programs are offered in

collaboration with various European organizations or institutions; for example,

in 2010, training in Systemic Gestalt Coaching in Croatia started in collaboration

with a local commercial company for the “empowerment of personal, family and

organizational potential” (www.dugan.hr; visited 27 December 2013) and the

Institute for Gestalt Therapy of Wurzburg in Germany (IGW). At the end of the

8-day program (4 x 2 days), the IGW provides students with Certificates of

Coaching.

A post-master level, specialization in supervision of psychosocial work at the

Department of Social Work at the University of Zagreb offers the only elective

ECTS course in the field of “Consultation and Coaching”. Louis van Kessel (from

The Netherlands), as co-creator of this course, prepared the most relevant text

about coaching in Croatia to be published in both Croatian and English (van

Kessel, 2007), with extensive overview if different types, means of work and

outcomes of coaching.

http://www.dugan.hr/


85

Fields of Work

Multinational organizations, corporations and large companies are commonly

using coaching for development of their top and middle management, and for

specific areas of organizational development, such as efficient feedback,

leading meetings, planning, and defining tasks.

Organization

The key association in this field is the Croatian Association for Coaching

(www.hr-coaching.hr) which was established in 2009. It has about thirty active

members, and its aim and purpose are to promote coaching as a profession, to

promote the Code of Ethics of the Association and a standard of excellence in

the quality of coaching, the sharing of knowledge and experience and mutual

cooperation among coaches. The Croatian Association for Coaching conducts

training workshops through the Coaching Academy.

In June 2013, the Council for Mentoring & Coaching was established as part of

the European Mentoring & Coaching Council (EMCC). This is another attempt

to regulate coaching in Croatia. The immediate goal of the EMCC is to introduce

standards for coaching, and the long-term objective is to set up a kind of

Chamber of Coaching in Croatia.

http://www.hr-coaching.hr/


86

References

Ajdukovic, M. & Cajvert, LJ. (2003) The development of social work supervision in

countries in transition: Reflections from Croatia and Bosnia-Herzegovina. In: Social

Work in Europe, 10 (2), 11-22.

Ajdukovic, M. (2005) Introducing supervision in the social welfare system in Croatia. In:

Hessle, S., Zaviršek, D. (Hg): Sustainable development in social work – The case of a

Regional Network in the Balkans. Stockholm: Stockholm University, Department of

Social Work. International Projects, 113-141.

Ajdukovic, M. & Urbanc, K. (2010) Supervision as a safety net. In: Van Hess, G., Geissler-

Pilitz, B. (eds.) Supervision meets education. Supervision in the Bachelor of Social Work

in Europe. Maastricht: CERST Research Centre Social Integration, Faculty of Social

Studies/ Zuyd University of Applied Science, 114- 133.

Ambruš-Kiš, R. et al. (2009) Integrativna supervizija u odgoju i obrazovanju./ Integrative

supervision in education, Zagreb: AZOO.

Cajvert, L. (2011) A model for dealing with parallel processes in supervision. In: Journal

of Social Intervention: Theory and Practice, 20 (1) 41-56.

Cajvert, L. (2001) Kreativni prostor terapeuta: O superviziji/ Creative space of the

therapist: About supervision. Sarajevo: Svjetlost.

Smolic-Krkovic, N. (1977). Supervizija u socijalnom radu/ Spervision in social work.

Zagreb: Biblioteka socijalnog rada.

Van Kessel, L. (1999) Supervision – A necessary contribution to the quality of

professional performance illustrated by the concept of the supervision used in the

Netherlands/ Supervizija – neophodan doprinos kvaliteti profesionalnog postupanja.

Primjer nizozemskog modela supervizije. In: Annual of Social Work/ Ljetopis socijalnog

rada, 6 (1), 27-46.

Van Kessel, L. (2007) Coaching - A field for professional supervisors? In: Annual of Social

Work / Ljetopis socijalnog rada, 14 (2) 387-432.


87

Hubert Kuhn

Supervision and Coaching in Germany

Supervision

History

Supervision originated at the beginning of the 20th century in the USA, in order

to instruct, guide, control and motivated honorary assistants of social work by a

superior. After the Second World War, North American emigrants introduced

Supervision, in particular as individual social casework, into German social

work. Supervision was set up in education and the practice of social work in

particular and was applied as a method to support social workers when working

with an individual. In the 70s and 80s, the approach originally focused on

individual faults, developed into emancipatory self-reflection which

increasingly focused on the organization, structures and institutional dynamics

as a central theme. Supervision in the area of conflicting interests between

person and institution has, to date, become an important issue . In German

speaking countries, supervision, control or purely professional questions as

well as psychotherapy, mainly concerning personal problems, play a minor

role.

Three phases of the institutionalization of supervision can be distinguished in

Germany:

Supervision was set up in social and educational work by the free welfare

associations from 1960 – 1989.

The professionalization of supervision began with the foundation of the

“Deutsche Gesellschaft für Supervision”(DGSv) as a professional

association in 1989. The association is available for therapeutically

qualified supervisors and for other fields of work.

Education/ training by independent institutes is complemented by

university courses; supervision is offered on the consultation market and

focuses on the dilemma between “market and profession”, different

supervision-trainings are integrated into the DGSv.


88

Roots (main influences)

Supervision was significantly influenced by social work, psychoanalytic

controlling analysis and the Balint groups.

Fields of work

After the original area of social work, supervision was also set up in other fields

of non-governmental public welfare. Today, supervision is also accepted in

many other fields of work, such as: health service, education, management, and

church. In industry and small business enterprises, team and, above all,

management consultation is mostly called Coaching.

Organization

The DGSv is a professional association with more than 3,700 members and 29

connected academies, universities and further education enterprises, and it is

the most significant forum for supervision and professional life-related

consultation in Germany. The DGSv sets demanding standards for the

qualification of supervisors.

Supervision training can be attained at universities and free institutes.

Further associations which also have supervisors as members are the German

Society for System Therapy and Family Therapy (www.dgsf.de) and the

professional association of German psychologists (www.bdp-verband.org).

References

Belardi, Nando, 2009: Supervision. Grundlagen, Techniken, Perspektiven, München:

Beck, 9. Aufl., 15: Allgemeines Ziel: die Arbeit der Ratsuchenden zu verbessern.

DGSv Supervision ein Beitrag zur Qualifizierung beruflicher Arbeit,

Grundlagenbroschüre, 8. Aufl., 2012.

Heltzel, Rudolf/ Weigand, Wolfgang, 2012: Im Dickicht der Organisation. Komplexe

Beratungsaufträge verändern die Beraterrolle, Göttingen: Vandenhoeck& Ruprecht.

Möller, Heidi, 2001: Was ist gute Supervision? Grundlagen-Merkmale-Methoden,

Stuttgart: Klett-Cotta.

Pühl, Harald, 2009: Handbuch Supervision und Organisationsentwicklung, Hrsg.,

Wiesbaden: Verlag für Sozialwissenschaften, 3. Aufl..

http://www.bdp-verband.org/


89

Coaching

History

Coaching originated in Germany in the middle of the 1980s as „consultation for

executives“ with a focus on actual challenges in everyday working life. It was

preceded by sporadic single consultations as a side product of executive

trainings, and they were performed by psychologically skilled trainers. The

positive image of coaching top sportsmen made its acceptance easier for

executives of profit companies.

The rapid establishment of Coaching in the FRG is shown by the amount of

publications: until 1990, there were very few experts for Coaching, the number

of annual publications was below 20; from 2000, this figure rose steadily; from

2006, there were more than 100 per year, and since 2010 there have been more

than 160 publications per year. At the end of October 2013, amazon.de

announced more than 4500 entries for Coaching (in comparison to 2200 for

supervision).

Roots (main influences)

Coaching was applied in England and in the USA into sport, starting as early as

1885. The North American tennis teacher Timothy Gallwey had a big influence

with his book "The Inner Game of Tennis" which first appeared in 1974.

In Germany, Coaching was transferred into sport in the 1960s.


90

Fields of work

Coaching is used in profit enterprises predominantly for executives in the

context of leadership, change, stress, burnout, and cultural development.

Mostly, it is carried out as a single consultation, however, group or team-

coaching is also possible. “Executive Coaching" refers explicitly to the

coaching of (higher) executives, "Business Coaching" designates in particular

the subjects and fields of Coaching as opposed to other fields, as for example,

„Life-, Health- Education-Coaching“. Increasingly, the word Coaching is also

used for the consultation of management staff in social and state organizations.

Organization

The German Coaching market is not regulated and very confusing. Only about

ten of at least 20 Coaching associations in Germany, Austria and Switzerland

have more than 100 members.

Furthermore, there are no given standard certification directives for Coaching

education. It is estimated that about 4000 new coaches finish their training each

year. Most training courses offered by scientific institutes, clubs and

associations and continuing education institutes last between 150 and 300 hours.

According to the Magazine for Organizational Development, Nr.3 /2013, about

11,000 coaches work in Germany currently, 8,000 of which call themselves

business coaches and 5,200 executive coaches (with presumably multiple

entries in the survey index). In Germany, there are statistically 769 executives

per coach as opposed to the ratio in Austria of 154 to one.

In 2007, only 1.5% of the executives were coached, whereas in 2012, there were

already 5.6% showing an upwards trend.


91

References

Draht, Karsten, 2012: Coaching und seine Wurzeln. Erfolgreiche Interventionen und

ihre Ursprünge, Haufe: Freiburg.

Fatzer, Gerhard, 2012: Supervision, Coaching und Organisationsentwicklung – ein

Überblick, in: Eberle, Thomas S./ Spoun, Sascha (Hg.), 2012: Durch Coaching

Führungsqualität entwickeln. Kernkompetenzen erkennen und fördern, Versus: Zürich,

31-50.

Greif, Siegfried, 2008: Coaching und ergebnisorientierte Selbstreflexion, Hogrefe:

Göttingen u.a.

König, Eckard, Volmer, Gerda, 2009: Handbuch Systemisches Coaching. Für

Führungskräfte, Berater und Trainer, Beltz: Weinheim und Basel.

Loos, Wolfgang, 2006: Unter vier Augen. Coaching für Manager, EHP: Bergisch

Gladbach.

Perspektiven: Change-spezifisches Coaching. Einblick ein empirische

Forschungsergebnisse 2013, in: OrganisationsEntwicklung. Zeitschrift für

Unternehmensentwicklung und Change Management, Nr. 3/13, 99-103.

Winkler, Brigitte/ Lotzkat, Gesche/ Welpe, Isabell M., 2013: Wie funktioniert

Führungskräfte-Coaching? Orientierungshilfe für ein unübersichtliches Beratungsfeld,

in: Organisationsentwicklung. Zeitschrift für Unternehmensentwicklung und Change

Management, Nr. 3/13, 23-33.


92

Krisztina Madai

Supervision and Coaching in Hungary

Supervision

In Hungary supervision first appeared within the psychoanalitic movement at

the beginning of the 20th century primarily focusing on professional

socialisation. After 1940 the organisational structure of psychology and social

work was eliminated, hence supervision also disappeared. The rebirth of

helping professions began from the 1960s, in which the professionals of

previous psychoanalytical schools played a key role, e.g., Mérei and his

students.

The first social workers with professional training and experience who could

provide supervision entered the scene from the mid 1990s. The Professional

Association of Social Work (Szociális Szakmai Szövetség) determined the

accreditation criteria for supervisors of social work in 1996, which are still the

basis for the current regulation. Based on the supervision model of the

Association, the supervisor is an independent party and not a member of the

organisation who needs supervision.

From the 1990s on,. several therapeutic techniques entered the field of

supervision, bringing their own method-specific supervision system with them

(e.g.,family therapy, Gordon, video training).

Already at the beginning of the 1990s the ’Supervisio Hungarica’ work group

had been launched. The main objectives of the work group were acting for the

European concept of supervision, acknowledging supervision as an

independent profession and launching training for supervisors.

In 1996, the ’Association of Hungarian Supervisors’ (Magyar Szupervizorok

Társasága) was founded by 19 members to implement the European concept of

supervision.


93

Among the founders there were the members of the Supervision Hungarica

work group and 12 supervisors who were trained at the Katholische Hochschule

in Berlin.

In 1993, two professionals from Dutch and German Supervision Training

Programs had started to qualify the Hungarian trainers in a specific supervison

training. After that the postgraduate training program on supervision was

launched in 1998 at Haynal Imre University. Later, this training program was

taken over by Károli University where it still runs today. In 1997, some

professionals of the previous work group founded a new supervisor training

program in organisational development at the International Business School

(continuing until 2008). The third training program on supervision ran from 2005

until 2008 at ELTE University. The profile of this program was based on the

recognition that, besides the European supervision concept, a more traditional

American concept was required to meet the needs of the newly founded social

and child care institutes, where professional training,, monitoring and

evaluation of the work was needed.

In 2013, a team of international coaches and therapists started their own

supervision training program accredited by the ICF. In 2014, two more

supervision training programs are going to be launched by Hungarian

supervisors.

References

Bányai, E; Nemes,É; Wiesner, E (2014): Szupervízió védő nő knek, módszertani leírás,

being currently published.

Bányai Emő ke (2006): A szociális munka szupervíziója történeti megközelítésben.

Esély, 4. szám, 86-100.oldal, http://www.esely.org/kiadvanyok/2006_4/BANYAI.pdf

date of last access 18th of November 2013

Wiesner Erzsébet (1996): Szupervízió a gyermekvédelemben. Család, Gyermek,

Ifjúság, 4. szám, http://www.csagyi.hu/home/item/93, date of last access 4th February,

2013

Wiesner Erzsébet (2011): Gondolatok a szupervízió történetérő l; Szupervízió &

Coaching, A Magyar Szupervizorok és Szupervizor-Coachok Társaságának lapja

IX.évfolyam, 2011/1 szám.

http://www.esely.org/kiadvanyok/2006_4/BANYAI.pdf

http://www.csagyi.hu/home/item/93


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Coaching

Coaching as a form of dialogue between the coach and the client first appeared

in the Hungarian for-profit organisational context at the end of the 1990s, after

Hungary had opened its borders to the West and multinational companies

appeared on the market introducing a completely new organisational culture.

The first small group of counselors who called themselves coaches were

consultants on organisational development, supervisors or professionals of

various psychotherapeutic schools. The first coaches who were trained in

coaching (mostly in Anglo-Saxon schools) entered the market around the

Millennium. The main objective of coaching was considered to be the

opportuntity for leaders and managers of organisations to learn, change, and

regenerate.

The first official coaching training courses held in Hungary were mainly

influenced by psychology: the solutionfocused brief coaching training by Peter

Szabo, a Gestalt coaching training by Flow Coaching School (lead by Tünde

Horváth and Ilona Erő s), psychodrama oriented coaching training lead by

Gabriella Szabó, TA based coaching represented by Zsuzsa F. Várkonyi and

Saari van Polje. Various supervision based coaching schools lead by Erzsébet

Wiesner, Zsuzsa Bán and György Sárvári were also influential.

The real boom of coaching began between 2005-2010. The word coaching

became familiar within and outside of the organisational context and has been

considered as one of the most efficient tools in personal development. As

demand for coaching grew, some dozen new coach training programs of

various length and backgrounds were launched. Coaching for leaders in the

social field and outside the organisational context appeared and spread out to

nearly every life sphere. The quality and approach of coaching services

became very different.


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As a parallel tendency, the first professional associations were founded. Some

of these started as alumni of coaching schools, others as the Hungarian chapters

of significant international associations. The biggest and most influential among

them has become the Hungarian chapter of the International Coach Federation

(ICF).

In 2011, six coaching associations - representing the majority of qualified

coaches in Hungary - signed the code of conduct for coaches (ICF Hungarian

Chapter, European Coaching Association, Hungarian Coach Association,

Association of Business Coaches, CoachOK Professional Association,

Association of Coaches, Developers and Organizations with Solution Focus/

Approach). This collaboration was unique in the coaching business at that time.

The Code of Conduct was based on the joint Code of Conduct of ICF and EMCC,

accepted by the EU shortly before. On this basis the coaching profession was

added to the self-regulatory professions in the EU database.

The Code of Conduct aims to create self-regulation based on professional and

ethical standards and guidelines which ensure that coaches act professionally

and ethically while practicing their profession. The Code of Conduct does not

only state the competences and professional training requirements necessary

to provide coaching services, but also the need for continuous professional

development and the ethical standards of the profession. However, one of the

most important tasks was to still ensure that the wider public sees coaching as

an effective method in professional and personal development.

In 2012, the first professional e-journal on coaching (CoachSzemle) appeared

on the market. The ‘Coaching Without Borders’ training program with

international experts on coaching was launched, providing the opportunity for

further on-going international influence.

With the growing demand for coaching (accelerated by the financial and

economic crisis), the quality assurance of the profession became a significant

challenge. In 2013, the six associations which had signed the Code of Conduct

earlier, officially launched ‘The Association of Hungarian Coach Organisations’.


96

This association represents a consistent self-regulatory body aiming to set

transparent and accountable professional standards and norms. Besides the

previously mentioned Professional Codex, the members also signed the Ethical

Codex for Coaches. Further intentions of the Association include the creation of

an integrated coach database which is based on a comprehensive quality

assurance system.

Coaching plays an important role in enhancing employees’ well-being and

efficiency today. Almost two-thirds of Hungarian companies have already hired

a coach, and coaching is regarded as an effective tool in organisational

development, even within small and middle-sized companies. Additionally to

one-to-one coaching, team coaching is used increasingly in the organisations.

The work involved in building up a comprehensive quality assurance system is

still in progress and presents a big challenge for the credibility of the coaching

profession in Hungary.

References

Horváth, T (2004): Helyzetkép a magyarországi coachingról. In: Pszichoterápia,

08/2004, uploaded from http://www.anima-racio.hu/pdf/coaching_Mo.pdf, last access

11/11/2013

Hungarian Chapter of ICF (2011): Hungarian coaching associations allied for self-

regulation, press release, 23/11/2011

MCSz (2013): Példaértékű szakmai összefogás: zászlót bontott a Magyarországi Coach-

Szervezetek Szövetsége, press release 28/05/2013

Personal interviews with Tünde Horváth MCC, Dr. Vince Székely, Dóra Hegedű s and

Edit Wiesner.


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Mieke Voogd

Supervision and Coaching in the Netherlands

Supervision

History & recent developments

After the Second World War social casework was introduced as a method of

social welfare in the Netherlands. Supervision became known as a method for

professional development of expertise in this field of work. The first Dutch

articles and books on supervision were published around 1960. Since then,

supervision has developed towards an important method of education for

developing competences in people-oriented occupations.

The first training programs for supervisors were established in the 1960s.

In the Netherlands. three concepts of supervision can be found: the Dutch

supervision concept, the psychotherapeutic supervision concept, and the

integrative supervision concept. The Dutch supervision concept, which is

mainly a didactical method for implementing personal and group learning

processes in communication and interaction in professional work, has been

dominant for many years. Since the psychotherapeutic concept has become

more generic, both concepts are being taught in most training programs for

supervision. Lately, more tentative forms of supervision have been developing.

A recent development places supervision within the broader field of

organizational development; for example, the journal that has been published

by the LVSC since 2012 is entitled Journal of ‘Begeleidingskunde’. This subject

is characterized as an approach with a combined focus on the development of

individual professionals and on the development of teams and the organization

in which they function. Several methods are used, e.g. supervision, coaching,

training, conferences, and action research.


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Fields of Work

Supervision is carried out in social work, the health sector, education, pastoral

work, human resources, management, and organizational consultancy. Higher

education uses supervision for traineeships. In addition, supervision is being

used for further development of experienced professionals.

Organization

In 1980, a forerunner of the Dutch Association for Supervision was formed. The

aim of that organization was quality assurance and professionalization of

supervision. In 1989, the national association of supervision and other forms of

professional guidance (LVSB) were established. Subsequently, the organization

initiated the registration of supervisors and training programs for supervisors.

The LVSB maintains a generic concept of supervision, meaning that the method

of supervision is not bound to one specific profession, working method or

function.

In 1997, the LVSB became a member of the Association for National

Organizations for Supervision in Europe (ANSE). After that, in 2010, the LVSB

changed its name to LVSC (National Association of Supervision and Coaching).

Later, in July 2013, the LVSC had 2300 members and hosted 17 accredited

training programs for coaching and 12 accredited programs for supervision.

There are also three master training programs for supervision and coaching.

References

www.lvsc.eu (29-10-2013) (date when last accessed on the Internet?).

LVSB registratie reglement 2005 (herziene versie).

Siegers, F. en D. Haan, Handboek Supervisie, Samsom, Alphen aan de Rijn/Brussel, 1988

(1983).

Praag-Van Asperen, H van & Ph. H. van Praag (red), Handboek supervisie en intervisie in

de psychotherapie, Academische uitgeverij, Amersfoort, 1993.

Praag-Van Asperen, H van & Ph. H. van Praag (red), Handboek supervisie en intervisie,

De Tijdstroom, Leusden, 2000.

Coenen, B., Een onderzoek naar de ontwikkeling van supervisie in Nederland, Soest,

Uitgeverij Nelissen, 2003.

http://www.lvsc.eu/


99

Coaching

History & Recent Developments

Socrates is seen as the ’godfather’ of coaching because of the way he practiced

the art of not-knowing and his mastery of dialogue and asking questions. In the

20th century, there are the roots of thinking that have contributed to the coaching

profession: psychoanalysis, behaviorism, humanistic psychology, Gestalt

approach, organizational theory, positive psychology, and change theory.

Gallway (The Inner Game of Tennis, 1974) and Whitmore (1992) transferred

coaching from the world of sports to the organizational world.

In the Netherlands, the demand for coaching began to rise in profit and non-

profit organizations in the 1990s. Interventions aimed at a better performance

and overcoming difficulties at work. At that time there were 2 training programs

for coaches and the first Dutch books on coaching were published. A few

influential pioneers were trained as supervisors. The number of coaches grew

rapidly. Estimates for the total number of coaches vary between 20.000 and

35.000. This large group includes coaches with and without professional

training working in a wide variety of contexts.

Nowadays, coaching in the context of work/employment has a broad focus on

personal development. Coaching is seen as an instrument in Human Relations

Management (HRM) to increase the employability of personnel and to stimulate

organizational learning. Coaching is more and more used in combination with

training and management development programs.


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Field of Work

Professional coaches work in all sectors of Dutch society, in their capacity as

personal coach, career coach, business coach, executive coach, mental coach,

E-coach, intervision coach, coach the coach, and also supervisor or trainer.

Coaching is provided for individuals, teams and larger organizational units and

can be carried out face to face, by telephone, e-mail, Skype and other forms of

social media on the Internet.

Organization

In 2003, Alex Engel founded the Dutch Organization of Professional Coaches

(NOBCO). The NOBCO currently has 2100 members. It cooperates with the

EMCC (European Mentoring and Coaching Council) for the accreditation of

coaches and coach training programs. In 2003, the Dutch Journal of Coaching

appeared for the first time.

Coaches can register with the NOBCO (Nederlandse Orde voor

Beroepscoaches), the STIR (Stichting Registratie), an organization for

certification of coaches) and with the LVSC (Landelijke Vereniging voor

Supervisie en Coaching).

They can also choose between an international certification with ICF-NL or

EMCC. Career coaches can register with the NOLOC (Nederlandse Organisatie

voor Loopbaancoaches), an association for coaches dealing with career

management. Roughly estimated, nowadays there are around 10,000 registered

professional coaches/ supervisors in the Netherlands.


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As for training programs for coaching, there are 17 accredited training

programs with the LVSC. Additionally, there are three master training programs

for supervision and coaching and one academic training program for executive

coaching (VU Amsterdam). The NOBCO provides EQA certification of training

programs together with EMCC representing four levels. The scheme below

shows the number of accredited training programs on each level.

EQA Level Number of accredited training programs in the

Netherlands (29-10-2013)

Foundation 12

Practitioner 14

Senior Practitioner 2

Master Practitioner 2

References

www.nobco.nl (29-10-2013)

www.emccouncil.org (29-10-2013)

Pol, I.G.M. van der, Coachen als professie. Den Haag, Boom Lemma uitgevers, 2012

Tros, A., Coaches en Coaching in Nederland en daarbuiten. In: De Coachapproach,

organisaties veranderen door een coachende benadering.

Stammes, N. & B. van Baarsen, A. Kooij, H. de Koning. Deventer, Gelling en Van Hoog,

2006.

http://www.nobco.nl/



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Lilja Cajvert

Supervision and Coaching in Sweden

Supervision

In Sweden the word ”handledning” is used rather than the English expression

”supervision” or the French ”controle”. In spite of the different connotations,

this text will use “supervision”. The roots of the current view of supervision may

be traced to the old tradition of master – apprentice, whereas the

psychotherapist/ social worker of today uses his/ her own personality as the

most important professional tool.

Modern supervision methods/ techniques both originated in the US and British

trainings of social workers in the early 20th century and also in the trainings of

European psychoanalysts in the 1920ies focusing on case-work and individual

supervision. After World War II, group therapy sessions for prior prisoners of

war were established at British military hospitals, supplementing individual

treatment and introducing a therapeutic community. In Sweden, these ideas

were further developed by Gustaf Johnsson at Barnbyn Skå. During the 1950s

and 1960s attention to the group, group dynamics, the organization and the

relation to the community geared these developments. The importance of

continued training and group supervision was increasingly recognized in a

number of fields. (cf. Katz o Kahn, 1966, quoted in Sundin, 1971, SOU 1978:5 pp.

96-7).


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Training

In Sweden there was fairly early an interest to establish continued training of

teachers and supervisors in psychotherapy, and the first national training in

supervision started in 1974. Supervision was considered as one of the most

important ways for an experienced psychotherapist to further develop his/ her

therapeutic work. Newly employed social workers within child psychiatry and

psychiatry and family counselors were offered individual supervision by an

experienced colleague already in the late 1940s. Within social services,

supervision of the employees was introduced in the 1970s.

Swedish social workers in the 1980s requested supervision that developed and

strengthened the professional role. Group supervision was seen as a means of

diminishing the power and authority of the supervisor; there is theoretical

support for that view in system, organization and role theories. Self-awareness,

a must in social work, can better be developed in a group where you often have

to focus on how to use your abilities in relation to others and the need to reflect

on your own attitudes and prejudices.

In 1982, the first education of supervisors in psychosocial work started at the

department of social work at the Göteborg University by Lisbeth Johnsson,

Gunnar Bernler, Barbro Lennéer Axelson, Sven Hessle and Göran Sandell. In

their thesis Bernler & Johnsson (1985) defined supervision and presented a

theory for supervision in psychosocial work.

They suggested today still valid criteria that supervision in psychosocial work

should meet:

continuity (usually at least for one year),

a global aim (the supervisee should be able to integrate all aspects of

psychosocial work),

process direction (focusing on the attitudes of the supervisee, use of one-

self as a tool and reflection on one´s own reactions in psychosocial work),

non-linear organizational relationship (there should preferably be at

least one external supervisor),

process responsibility (the supervisor(s) is (are) responsible for the

process of supervision but not for direct work and nor for the client),

facultative obligation (everyone ought to have supervision), and

expertise (in psychosocial work, supervisory techniques and cultural

competence).


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According to Petitt (2002), a unique tradition of supervision was developed in

Sweden; supervision should be an expected part of the regular process of work

and offered by an external supervisor twice a month. Supervision will also

support the development of group culture in a working group.

In the 1990s, supervision was widely introduced in higher education of teachers

by building on the concept of humanistic psychology, Franke (1990). According

to Grönquist (2004), nursing staff working in the health and social care sector

has left the apprenticeship model for a kind of process supervision.

Education of supervisors is now part of the University curricula across Sweden,

but there are also a few in private institutes that are approved of delivering

training of supervisors.

Fields of work

Supervision has a long history in the professional practice of social workers and

psychologists. Since the 1970s, supervision has been requested within the

health care sector (for physicians, midwifes, nurses etc.), at schools (for

teachers, special pedagogues, pupil assistants etc.) and in the social care sector

(for habilitation assistants, nurse aids, after school teachers, preschool teachers

etc.), with new groups within other institutions (e.g., churches, charities) and in

businesses of humanitarian nature. Today, there is also an increasing demand

for supervision of leaders and managers at all levels of occupational groups.

Today, most social workers in Sweden (78 %) are supervised in their work,

mainly as group supervision by an external supervisor, Höjer, S. & Beijer, E. &

Wissö, T. (2007). Each therapeutic tradition requires a specific structure and

content matter to provide for increased knowledge and to strengthen the

therapist’s/ social worker´s specific professionalism. Therefore, there is a need

for different types of supervision within psychosocial work and the caring

professions, such as cognitive - or behavioral therapeutic -, systemic -,

psychodynamic -, or family therapeutic supervision.


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Organization - Professional Association

The Swedish Association for supervisors in psychosocial work was formed in

1984 by some students who had undergone the first education at the department

for social work in Gothenburg, aiming at being a forum for collegial support and

professional development for University trained supervisors in psychosocial

work. Presently, the function of the society has changed due to new laws and

regulations. Most supervisors have their own private enterprises which offer

external supervision. According to a new act on public procurement, each

municipality should procure university-trained supervisors for different

activities, stating specific criteria for each procurement. Those procured are

listed and can be contacted e.g. by project/ department managers for

interviews and potential employment.

Thus, the present aims of the Society are to advance the development of

supervision of psychosocial work within:

administrative supervision (method supervision, work supervision),

educational supervision (during higher education and student practice),

supervision for professionals (case work and process supervision), and

super-supervision (i.e. supervision on supervision) as a quality

assurance of the supervisor’s contribution.


106

References

Bernler, G. & Johnsson, L. (1985). Handledning i psykosocialt arbete. Natur och Kultur,

Stockholm.

Boalt Boëthius, S. och Ögren, M-L. (2012). Möjligheter och utmaningar i

grupphandledning. Teori och verklighet. Studentlitteratur. Lund.

Boalt Boëthius, S. & Ögren, M-L. (2000). Grupphandledning. Den lilla gruppen som

forum för lärande. Mareld och Erikastiftelsen, Stockholm.

Cajvert, L. (2013). Handledning – behandlarens kreativa rum. Studentlitteratur. Lund.

Gordan, K. (1992). Psykoterapihandledning inom utbildning, i kliniskt arbete och på

institution. Natur och Kultur, Stockholm.

Grönquist, G. (2004). Handledning inom vård och omsorg ur ett psykosocialt perspektiv.

Gothia. Stockholm.

Hessle, S & Höjer, K. (1979). Handledning och psykosocialt arbete. Ska-rapport 47.

Metodbyrå 1. Stockholms Socialförvaltning. Stockholm.

Höjer, S. & Beijer, E. & Wissö, T. (2007). Varför handledning? Handledning som

professionellt projekt och organisatoriskt verktyg inom handikappomsorg och individ

och familjeomsorg. FoU i Väst/GR. Göteborg.

Lundsbye, M. & Sandell, G. (1981). Handledning i psykosocialt arbete. Särtryck ur

Socialmedicinsk tidskrift nr 10 (p 569 – 578). Stockholm.

Näslund, J. (1994). Insyn i grupphandledning. Ett bidrag till förståelsen av ett av de

människobehandlande yrkenas hjälpredskap. Filosofiska fakulteten. Linköpings

Universitet Linköping.

Petitt, B. (2002). Reflektioner. i Söderquist, M, (2002). Möjligheter. Handledning och

konsultation i systemteoretiskt perspektiv. Mareld. Stockholm.

Sundin, B. (1970). Individ institution ideologi – anstaltens socialpsykologi. Bonniers.

Stockholm.

www.handledarforeningen.com [last accessed 23 January 2014]

http://www.handledarforeningen.com/


107

Coaching

In Sweden, coaching has been a new phenomenon since the Millennium with

roots that may be traced back to ice hockey and other athletic games. Later

development here was inspired by international trends, particularly from the

United Kingdom where coaches were brought into private enterprises during

the 1970s.

Coaching has increasingly spread in the public and private sectors and lately

also in university education by satisfying the needs of renewed leadership in a

society shifting from being industry based to knowledge based. Traditional

institutions (e.g., the church and trade unions) are on the decline, and each

individual is left to find one`s meaning and sense in life. Coaching offers

methods, supported by the present government, to let people take on more

responsibility for their own lives – in line with the current policies in Sweden.

Training

Sweden still lacks a unified education in coaching. Only very recently some

universities and colleges have started to offer basic programs specifically

aimed at coaching.

Certification is offered almost exclusively by private enterprises and not

standardized in Sweden but usually refers to some affiliation with international

organizations that certify coaches, such as the International Coach Federation

(ICF), the European Mentoring and Coaching Council, and the International

Coaching Community (ICC).

The methods applied in coaching are not new. It uses methods and techniques

that are well established and commonly used, such as supportive dialogues/

conversations in ambulatory psychotherapy. However, coaching is always

directed at healthy persons and usually related to personal development

related to work or health. In this case, coaching is often defined as the art of

asking questions.

http://sv.wikipedia.org/w/index.php?title=International_Coach_Federation&action=edit&redlink=1

http://sv.wikipedia.org/wiki/European_Mentoring_and_Coaching_Council

http://sv.wikipedia.org/w/index.php?title=International_Coaching_Community&action=edit&redlink=1

http://sv.wikipedia.org/w/index.php?title=International_Coaching_Community&action=edit&redlink=1


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Berg (2012) describes the core of coaching as a way for people to develop, a

method to carry out that process and to define who is responsible for success.

There are many types of coaching, such as coaching conversations, career

coaching, life coaching, weight coaching and stop smoking coaching, executive

coaching, business coaching etc.

Gjerde (2002, 2012) describes how the first generation of coaches developed in

the USA and UK during the 1980s. In her opinion, supervision has a strong

position within educational institutions, and there are people who ask if

coaching is just a new name for supervision. According to her, coaching has

now reached a certain maturity as can be seen in scientific articles that report

varying results of coaching. There is a tendency to move from leadership

coaching to a second generation of coaching, realizing the importance of

building a theoretical basis and by studying essential elements of coaching. A

clear theory and practice of coaching has begun to be created by experienced

psychologists, psychotherapists, and university lecturers. Therefore, coaching

as a method is slowly entering the universities. Finally, coaching is gradually

approaching supervision as indicated before by new concepts expressed in

book titles, such as Coaching supervision, Kellheim, A & Weide, B. (2013) and

Coaching and supervision in groups within university programs, Anderson, G.

& Persson, A. (2002, 2011).

Fields of work

During the last decade the term Coaching was used within a number of different

fields ranging from technology, health care, psychology, management to

business and social work – and opened up for a fragmentary view of what was

indeed meant by Coaching.

Wikberg (2010) discusses coaching from an economical market perspective

and considers the “Swedish coaching market” to be a new market.


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He provides an outline of the Swedish domestic market for coaching products

and services and holds the opinion that the Swedish coaching market is

characterized by the uncertainty of what a coach is, and what services and

products he or she may provide. According to Wikberg, the growing need for

coaching in Sweden was closely linked to the deregulation of

Arbetsförmedlingen (corresponding to the British Labour Exchange or job

centre), previously a governmental monopoly.

Furthermore, the National Labour Exchange was commissioned by the

government in 2009 to procure coaching services from external/ private

enterprises for 2.9 billion SEK in the course of three years. A total of 952

submissions were granted. The aim was to support unemployed people with a

personal coach to facilitate their entry into the labor market. The expected

increase of the labor force has, however, not yet been fulfilled.

Wikberg considers the government as the main and most important factor to

explain the recent spectacular growth of a Swedish coaching market. The heavy

governmental involvement in coaching has been criticized by claims such as:

government is at fault by procuring such services; coaches tend to become self-

proclaimed experts or else express a pretentious narcissism; coaching may

cover up structural problems of society.

Furthermore, such training offered by private enterprises may assume a kind of

legitimacy usually only obtained by recognized universities in the field, and

may be marketed to persons that lack qualifications for applying to higher

education (p.36).


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Academic Coaches in Sweden

There is no national association of coaches in Sweden today. The ICF, formed in

the USA in 1995, established the ICF Nordic that was in charge of Sweden in

1999. It was replaced by the ICF Sweden, which is linked to one of the major

coaching companies in the country (cf. Wikberg 2010). Students and alumni

from the Psychological Coach Program at Högskolan i Skövde form the new

association of Academic Coaches in Sweden, and it is the first association of

coaches with a university affiliation in the country.

References

Anderson, G. & Persson, A. (2002, 2011). Coaching och handledning av grupper – inom

universitets- och högskoleutbildning. Studentlitteratur. Lund.

Berg, M.E. (2007, 2012). Coaching - att hjälpa ledare och medarbetare att lyckas.

Studentlitteratur. Lund.

Gjerde. S. ( 2004, 2012). Coaching. Vad – Varför – Hur. Studentlitteraturen. Lund.

Moltke. H.V. & Molly. Asbjorn. (red.). (2011). Systemisk coaching. En grundbok. Studentlitteratur.

Lund.

Hilmarsson, H.T. (2012). Coachingtrappan – en handbok i att coacha och motivera till resultat.

Studentlitteratur. Lund.

Kellheim, A & Weide, B. (2013). Coachande handledning – en metodbok för ledarutveckling och

professionellt klientarbete. Liber. Stockholm.

Wikberg, E. (2010). Organisering av en ny marknad. En studie av den svenska

coachingsmarknaden. Scores rapportserie 2010:6.Stockholms centrum för forskning om offentlig

sektor. Stockholm.

http://www.psykologiguiden.se/www/pages/?ID=234&Psykologilexikon [last accessed 21

January 2014] http;//www.coachfederation.org [last accessed 21 January 2014]

http://www.akademiskacoacher.se/ [last accessed 21 January 2014]

http://www.psykologiguiden.se/www/pages/?ID=234&Psykologilexikon


ECVision. A European Glossary of Supervision and Coaching

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